Hannah Smith-Morgan Avery Maxwell Becky Martin Substance Abuse

EALR for all EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Health and Fitness EALR (OSPI)

K-2 GLE’s EALR 2- The student acquires the knowledge and skills necessary to maintain a healthy life: recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. GLE 2.4.5: Understands issues and risks related to drug use and abuse

K-2 Health Standards Standard 4-Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.2.3-Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. 4.2.4-Demonstrate ways to tell a trusted adult if threatened or harmed. (NHES) Standard 5-Students will demonstrate the ability to use decision-making skills to enhance health. 5.2.1-Identify situations when a health-related decision is needed. 5.2.2-Differentiate between situations when a health-related decision can be made individually or when assistance is needed (NHES) .

K-2 Objectives Students will: Identify safety procedures for handling situations where medicines or drugs are involved. (cognitive) Role-play and discuss situations where they would need to make a decision about medicines or drugs. (cognitive/affective)

K-2 Lesson Part 1: Role Play Kids at end of gym Students pair up Discuss how to handle situation safely and act it out Share choices with class Role Play Scenarios Physical activity incorporation Kids at end of gym Assign different physical activities to role playing scenarios ex: Walk if you would and run if you wouldn’t Part 2: Worksheet/Assessment: Have students fill out worksheets individually. Share correct answers. (Kidshealth.org)

3-5 GLE’s EALR 2- The student acquires the knowledge and skills necessary to maintain a healthy life: recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. 2.4.5 Understands issues and risks related to drug use and abuse. Describes harmful effects of caffeine, alcohol, and tobacco (OSPI)

3-5 Health Standards Standard 5-Students will demonstrate the ability to use 5.5.4-Predict the potential outcomes of each option when making a health-related decision. 5.5.5-Choose a healthy option when making a decision. 5.5.6-Describe the outcomes of a health-related decision. Standard 7-Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.5.3-Demonstrate a variety of behaviors to avoid or reduce health risks. (NHES)

3-5 Objectives SWBAT identify harmful side effects of using tobacco (Cognitive). summarize side effects of using tobacco (Cognitive). present their knowledge on the side effects of tobacco use (Cognitive & Affective).

3-5 Lesson Materials: Part One: Part Two: Assessment T-Shirt Cutouts or T-Shirts Markers/ Fabric Markers Computers or Informational Handouts Part One: Split class into small groups Allow students to create a T-Shirt design that discourages the use of tobacco products. List at least 5 negative side effects of using tobacco Part Two: Within their groups, present T-Shirt idea to the class Assessment Participation for T-Shirt Design Quiz on Major Side Effects of Using Tobacco (kidshealth.org)

6-8 EALR’s/GLE’s EALR 2 Health and Fitness 2.4.1 Understands abusive and risky situations and demonstrates safe behaviors to prevent injury to self and others at home, school, and in the community Describes risky situations and provides appropriate response. EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. 3.1.1 Applies skills to plan and organize effective oral communication and presentation. (OSPI)

6-8 Health Standards Standard 7- Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.8.2-Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7.8.3-Demonstrate behaviors to avoid or reduce health risks to self and others. (NHES)

6-8 Objectives SWBAT -Identify a risky situation involving drugs or alcohol (cognitive) -Identify a peer pressure situation as positive or negative (cognitive) -Demonstrate behaviors to avoid risky situations (cognitive/affective)

Peer Pressure Your friends want you to be in the talent show. You have stage fright, but you really want to be in the show. Good or bad peer pressure? Why?

Peer Pressure Your best friend isn’t considered “cool” and some other friends of yours are gossiping about her. They want you to join in on talking badly about your best friend. Good or bad peer pressure? Why?

6-8 Lesson The Pressure’s On Assessment Children have partners assigned to them Skit (alcohol or drugs) Background knowledge on types/side effects Personal experience Present to class Assessment Performance (using voice/expression, completion) Essay (could the scenario be used/ grammar and punctuation Personal communication (ask questions after performance ex. What could be another way to say no)

References Standards 1. http://www.cdc.gov/healthyyouth/sher/standards/index.htm EALRS/GLES http://www.k12.wa.us/HealthFitness/Standards.aspx http://www.k12.wa.us/CurriculumInstruct/Communications/default.aspx Lesson Plans K-2: http://classroom.kidshealth.org/index.jsp?Grade=pk&Section=problems (What Should You Do?) 3-5: http://classroom.kidshealth.org/index.jsp?Grade=35&Section=problems (No Smoking T-Shirt) 6-8: http://classroom.kidshealth.org/index.jsp?Grade=68&Section=problems (The Pressure's On)