Health Education Lesson Plan Jacquelyn Carier

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1 Health Education Lesson Plan Jacquelyn Carier Descriptive Information Skill Emphasis (NHES): Grade Level: Content Area of Health: Decision Making 11 th AOD Content Descriptor & Sub-Descriptor(s): 2. Short-term and Long-term Effects of AOD Use 2.3 Effects of binge drinking Title of Lesson: What s the Scenario PA Standard (Health & PE): D. Examine and apply a decision-making process to the development of short and longterm health goals A. Assess the personal and legal consequences of unsafe practices in the home, school or community. personal injury impact on others loss of motor vehicle operator s license D. Evaluate issues relating to the use/non-use of drugs. psychology of addiction social impact (e.g., cost, relationships) laws relating to alcohol, tobacco and chemical substances impact on the individual impact on the community D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use. decision-making/refusal skills situation avoidance Curricular Connections: Adolescent Risk Behavior: English, Public Speaking, Math Alcohol and Other Drugs Use Behavioral Objective(s) Cognitive: After the lesson, students will be able to describe the dangers of binge drinking along with the short and long-term effects and unintended consequences. 1

2 Cognitive: After participating in What s the Scenario? activity, students will be able to identify the proper decision making process when faced with alcohol scenarios. Affective: During group discussion, students will contribute and value ideas from their peers regarding the decision making process. Skill-Based(DM): During the learning activity, the students will follow the decision making progression when analyzing various alcohol scenarios. Brief Outline of Today s Lesson 1. Bell Ringer: What s in Your Cup 2. Introduction to the lesson 3. Content and Instructional Strategies a. Standard drink size b. Binge drinking (pantomime) c. Decision making d. Q&A e. Assessment 4. In class learning activity: What s the Scenario? 5. In class learning activity assessment a. Description of assessment b. Content and skills criteria/cues c. Analytical rubric 6. Final thoughts/conclusion to the lesson 7. Classroom management and materials Expanded Outline of Today s Lesson 1.Introduction to the Lesson (Set Induction): The law states we must be 21 years of age to legally drink. Unfortunately, some individuals do not always abide by that rule. Keep your answer to yourself but how many of you have been to parties, family or friend parties, where alcohol was present? Have you ever been put into an uncomfortable situation when you or your friend was pressured into consuming alcohol? How did you or your friend react in that situation? In today s lesson we will be teaching you about alcohol consumption, more specifically, binge drinking. According to the CDC, 90% of underage drinking is in the form of binge drinking. 2.Bell Ringer (Instant Activity): What s in Your Cup? As students enter the classroom, they will be asked to draw in what they perceive to be the appropriate serving sizes for the various cups/glasses drawn on the board. Once every student 2

3 has given their estimate, we will draw in the exact measurement appropriate for one serving size for that glass and that type of alcohol. 3.Content & Instructional Strategies: A. Standard Drink Size: (power point, student demonstration, lecture) 1. We will ask three student volunteers to come up to the front to help in our demonstration. One student will pour what they think is an appropriate serving of beer, another student of hard liquor and the last student of wine. We will then show the correct measurement for students so they get a better idea of what these servings really look like. 2. What is a standard serving size for alcohol? It depends on what you re drinking! a. 1.2 Tablespoons of pure alcohol i. 1.5 ounces of hard liquor (40% alcohol) ii. 12 ounces of beer (5% alcohol) iii. 5 ounces of wine (12% alcohol) 3. Amounts of alcohol affect everybody differently. It depends on: a. Tolerance how much alcohol your body can handle before raising BAC levels. b. Sex women tend to feel the effects of alcohol quicker than men do c. Body size the bigger the person, the harder it can be to raise the BAC to feel an impact from the alcohol. d. Frequency how much time elapses in between the drinks you are taking will affect how quickly you feel the effects of the alcohol. e. Appetite drinking on an empty stomach can cause greater absorption rates which means more alcohol will be digested and passed into the blood stream. Alcohol is one of the few molecules that can pass directly through the walls of stomach to the blood supply. B. Binge Drinking: (Pantomime, Q&A, lecture, power point, brainstorm) 1. Pantomime a. Students will gather into their groups based on the picture on their handouts (beer can, wine, liquor, beer bottle). Once separated into their groups, each group will be given a stack of cues. One student is to pick a cue and act it out without showing their group-mates. Once the group guesses the action, pass the stack of cues to the next person in your group and they will pick a new cue to act out. Continue until the entire stack is done. b. Once all groups have finished, pick one member of your group to act out their cue in front of the entire class 2. What is binge drinking? a. Binge drinking is defined as 5 or more drinks for men and 4 or more drinks for women in one occasion. Although binge drinking can be dangerous at any age, it is a special problem among teens and young 3

4 adults. In a national survey, about a third of high school seniors students reported at least one occasion of binge drinking within the previous two weeks b. Effects of binge drinking also varies with tolerance level, body size etc.(each individual). c. Binge drinking commonly associated with drinking to get drunk. d. Occasional bouts of heavy drinking by young people. e. Intermittent, or irregular, episodes of excessive drinking. 3. What are the dangers? Brainstorm ideas with class. Ask for student participation/ideas a. Binge drinking is harmful because of the potential consequences. People who binge on a regular basis are at an even higher risk for negative consequences. Since young people frequently combine high risk activities with binge drinking, their potential for death or serious injury is very high. b. Death or injury due to falls, fires, drowning, or a drunk driving crash c. Pregnancy or sexually transmitted diseases due to unplanned sexual activity d. Being the victim or perpetrator of date rape or other assault e. Alcohol poisoning 4. Short Term Effects a. Acute intoxication (drunkenness) b. Finding yourself in dangerous situations c. Hangovers d. Headaches, nausea, shakiness, vomiting, memory loss e. Injury due to falls, car accidents. 5. Long Term Effects a. Can become physically and psychologically dependent upon alcohol b. Alcohol can damage parts of the body, including the brain and liver c. Emotional Problems- depression, and problems at school, work and with relationships. d. Unwanted Pregnancy e. Feelings of guilt or shame f. Feeling out of control g. Strained relationships with parents, friends, loved ones because of behavior h. Financial loss- items stolen, or reckless spending on alcohol, taking time off of work to recover 6. What do you do if someone binge drinks? a. DO NOT LEAVE THEM ALONE b. Seek medical attention immediately if necessary c. Call 911 if someone loses consciousness after drinking d. Follow medic s advice and monitor person s breathing 4

5 C. How to avoid 1. Have a trusted friend always with you 2. Make smart decisions 3. How students should make decisions: a. Be personalized b. Show progression through a decision-making process: i. Identify the decision to be made ii. Consider options and consequences iii. Take action or make decision iv. Evaluate or reflect on the decision 4. Decision Scenarios (Q&A): a. Youtube clip. Only watch the first 30 seconds. b. Class example i. Go over 1 class example of a designed scenario. Explain to students how to progress through each step of the decision making process. Do the example as a class. a. Example: Penelope, a high school junior, is at her friend Anne s house and they have been drinking Anne s parents beer. Anne s parents don t mind if she drinks as long as she does so at home. Penelope has two beers, feels weird, and is afraid to drive home. She calls everyone she knows to drive her home, but nobody answers. Anne s parents are in bed, and Penelope has to be home by midnight or she is in major trouble. b. Identify the problem i. Penelope has been drinking and needs to be home by midnight c. List 3 options i. She can call a taxi ii. Sleep at Anne s house iii. Drive home and hope she does not get caught by police or cause accident d. Pro(s) and Con(s) i. Gets home safely without driving/taxis cost money ii. She is safe staying at her friend s house/she will have to tell her parents she was drinking and needed to stay over Anne s house iii. Sneak in unnoticed/get an underage, DUI, possibly cause an accident e. Make a decision i. Call a taxi and get home safely f. Reflect on your decision 5

6 ii. iii. i. Between you and your friend there should be enough money to pay for a taxi. This is the safest way to be home by midnight and shows responsibility despite making a poor decision to drink. Have students design their own scenarios in small groups (no more than 4 per group). Make sure the topic of scenario is alcohol related. Allow ten 8 minutes to create the scenario. Once each group has created a scenario, collected their worksheets. Redistribute work sheets so no group gets the scenario they original designed. Ask the groups to complete the following questions on the rubric regarding their newly assigned scenario. This will count as there assessment. D. Question and Answer Session 1. Students are given opportunity to ask questions regarding drinking/ binge drinking. 4. In-Class Learning Activity(ies): What s the scenario? (Skill: Decision Making) Students will form groups of no more than 4 based on their picture on the top of their handout. Each group will be given the topic of alcohol. Their job is to design a scenario where an individual or individuals are in a situation regarding binge drinking. They may not have to be the ones drinking. Give the groups approximately eight minutes to create their unique scenario. No names of classmates are allowed to be used in the scenario. Collect each scenario and redistribute making sure no group got the scenario they have created. Each group will then read their newly assigned scenario and follow the decision making steps to come to their conclusion. The groups response will be scored using the analytical rubric found in the assessment section. It will be scored on content criteria, the skill cues of decision making, and additional criteria/characteristics. 5. In-Class Learning Activity Assessment-Description & Criteria An analytical rubric will be used to grade the in-class learning activity, What s The Scenario? on content (Core Concepts), health skills (Decision Making) and other specific criteria. Students must include content specific to alcohol and it must be accurate, comprehensive, show relationships between concepts, and draw conclusions. The CC criteria on the analytical rubric below will be used to assess the content portion of the activity. 6

7 In addition, students must show the proper sequence taken when making a decision. The decisions should be personalized, identify a decision to be made, consider options and consequences, make decision, and evaluate their decision. Additional criteria are characteristics of the activity that are not content or skill-related. This criteria includes: creativity when designing scenario, at least 3 options considered, 1 pro and con listed for each option considered, rationale for decision made, comprehensive evaluation of their decision. Score the What s the Scenario? activity using the following core concepts criteria, skill cues, additional criteria, and analytical rubric. Core Concepts o Content for What s the Scenario? activity shows: Accuracy Comprehensiveness Relationships among concepts Conclusions drawn Skill: Decision Making o Is personalized o Shows progression through a decision making process Identifies the decision to be made Considers options and consequences Takes action or makes decisions Evaluates or reflects on action 6. Final Thoughts/Conclusion to the Lesson Check for understanding (verbal) o What are the dangers of binge drinking? o What are the 4 steps of the decision making process? As we learned in class today, underage alcohol use is prevalent in today s society. It is important to remember the dangers that come with consuming large amounts of alcohol. Additionally, it is just as important to remember to make smart decisions when faced with uncomfortable scenarios. 7. Classroom Management & Materials Classroom Materials o Handouts/Worksheets: What s the Scenario? (Learning Activity) (directions posted on PowerPoint slide), analytical rubric, grading assessment form o Other Materials: PowerPoint, glasses with alcoholic measurements, chalkboard Classroom Management 7

8 Content References o For Content Delivery: Traditional seating or teacher assigned seating for content delivery o For In-Class Learning Activity: Turn desks to form groups no larger than 4 CCSSO-SCASS Health Education Assessment Project (2006) Assessment Tools for School Health Education, ToucanEd Inc., Santa Cruz, CA. Donatelle, Rebecca (2008). Health the Basics 8 th edition, Pearson Benjamin Cummings, New York. Centers for Disease Control and Prevention. (n.d.). Centers for Disease Control and Prevention. Retrieved November 15, 2011, from Activity Reference(s) Padilla, S. (2009, August). Binge drinking the rite of passage. Retrieved from Drinking Curriculum.pdf 8

9 Appendices 9

10 What s the scenario? Names Scenario: (USE THE BACK OF THIS PAPER TO ANSWER THE FOLLOWING QUESTION) 1. What is the decision to be made? 2. List 3 options the individual could choose according to this scenario. 3. Write at least 1 pro and 1 con for each option listed above. 4. What decision will you make? 5. Reflect on your decision. 10

11 What s the Scenario Grading Assessment Form /4 Core Concepts Accuracy and Comprehension /4 Decision Making (Skill) /4 Options Considered /4 Pros and Cons /4 Decision Made /4 Evaluation of Decision /4 Creativity /30 TOTAL 11