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1111 2222 3333 6666 5555 4444 Next Marijuana is the most widely used illegal drug in the United States. The use of cannabis for medical reasons is one of the hottest topic in the news The legalization of any drug is a debate that is driven very much by each individual's personal feelings and experiences. Questions to think about: Where did marijuana come from? What are the health effects? Is marijuana addictive? Is marijuana safe to use? Does marijuana have medicinal value? Click here Click here to learn about marijuana’s history!
The resources listed below will provide you with more information about Marijuana: National Institute of Drug Abuse Marijuana Facts Drug Facts : Marijuana Signs of Marijuana Abuse and Addiction Why Legalize Drugs Marijuana Helps with Pain – Opposing Viewpoints Marijuana Helps with Pain Marijuana Can Increase Pain – Opposing Viewpoints Marijuana Can Increase Pain Legalizing Marijuana - PBS Legalizing Marijuana Marijuana Is Dangerous and Should Not Be Legalized – Opposing Viewpoints Marijuana Is Dangerous and Should Not Be Legalized Marijuana Has Dangers but Should Be Legalized – Opposing Viewpoints Marijuana Has Dangers but Should Be Legalized Medical Marijuana and Epilepsy 1111 2222 3333 6666 5555 4444 Next Image Source: www.coxandforkum.com
1111 2222 3333 6666 5555 4444 Next Image Source: www.clipart.com Students will work in two groups: one group will research the advantages of legalizing marijuana for medicinal use, and the other will research the disadvantages. After researching the class will debate the issue of legalizing medicinal marijuana. As part of the debate, each group will create a multimedia presentation with the most pertinent aspects of their research. Debate Team Roles: Opening Presenters Topic Presenters Rebuttal Presenters Multimedia Presenters Closing Argument Presenters Refer to the debate rubric to assure you including the necessary informationrubric
Now that the debate is over, respond to the following prompt: How have your views on medicinal marijuana changed? What new information have you learned? Cite examples from your own research and the information presented during the debate. Click here Click here to respond! Print your response or save it as directed by your teacher. 1111 2222 3333 6666 5555 4444 Next
1111 2222 3333 6666 5555 4444 WatchWatch an animation of how marijuana effects the brain. Create a poster using Microsoft Publisher that promotes your viewpoint. Images Source: www.clipart.com by subscriptionwww.clipart.com Work with a partner to make a video using a Flip Cam to support your position. Flip Cam Test your knowledge on marijuana by taking this online quiz. quiz
National Standard: 1.0 Students will comprehend concepts related to health promotion and disease prevention to enhance health. MSDE Grade 8 Health StandardMSDE Grade 8 Health Standard: 2.0 Alcohol, Tobacco, and Other Drugs – Students will demonstrate the ability to use drug knowledge, decision-making skills, and health-enhancing strategies to address the non-use, use, and abuse of medications, alcohol, tobacco, and other drugs. MSDE Indicator: 2.7.E.1. Explain the effects of marijuana use. Common Core State Standards: Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner: Standards for the 21 st Century Learner: 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for StudentsMaryland Technology Literacy Standards for Students: 3.0: Use a variety of technologies for learning and collaboration. Time Frame: 1 to 2 class periods Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Students can be assigned tasks within the research that best enhances their abilities. Learning Styles: Field Dependant Visual, Auditory/Verbal, Reflective, Global Notes to the teacher: Make sure that there is lab time available for your class and that there are headphones at each computer. If there are too many students who want to choose one side over the other you may want to do a lottery so that each side is equally represented. Remind students to save their assessment to the student drive or print as you have access. Last updated: July, 2015 Created by Rona Cross linked to firstname.lastname@example.org, Teacher BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson email@example.com,Jamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444
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