Educating Students about Drug Use and Mental Health - Catholic - Grade 10: Overview

Step 1: Identify the learning expectations:

1. Overall Expectation (Third expectation in the Healthy Living Strand):

Demonstrate understanding of the issues and coping strategies related to substance use and abuse.

2. Specific Learning Expectations:

Describe the factors that lead to substance dependence.
Describe the physiological and sociological
effects of substance use.
Demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).

Step 2: Connect the Achievement Level category to the learning expectations:

VERB	CATEGORY
1. describes	1a. Understands most of the required concepts and communicates these concepts with few errors using appropriate terminology.
2. applies	2. Understands and is able to communicate concepts. Applies most of the required skills. Actively participates, and uses correct terminology with few errors.
3. demonstrates	3. Understands and is able to communicate concepts clearly, using appropriate terminology with few errors.

At the end of this lesson, students will be able to:

show understanding of the different levels/categories of substance use
show understanding of the factors that can lead to substance dependence
list/discuss the different physiological effects of alcohol, tobacco and other drugs
show understanding and discuss in a meaningful way the sociological effects of alcohol, tobacco and other drugs
demonstrate knowledge of the legal aspects of substance use and abuse
demonstrate critical thinking skills related to legal situations/scenarios
show understanding of how the media influences their decision-making regarding the use of a product
show understanding of different prevention and treatment strategies and outline when these could be used.

Step 3: Evidence of student learning will be identified and assessed by the students' ability to:

identify the different "categories" of drug use within in the drug use continuum
explain how an individual can progress through the different "categories" of drug use and what it means when a person is "dependent"
identify and explain the physiological effects of alcohol, tobacco and other drugs on various parts of the human body identify trends of student substance use
analyse and explain how their own beliefs and behaviour about alcohol, tobacco and other drugs are affected by different groups of people (e.g., peers, adults, media/famous figures)
identify key legal issues related to under-age drinking, impaired driving and the Tobacco Control Act
identify related consequences to legal situations regarding substance use and abuse
identify different strategies used by the media to influence consumers and then apply these same techniques in the development of a positive message.

Step 4: Develop/determine the assessment strategy/tool:

What will students do to demonstrate their learning?

complete work sheets
explain orally
participate in classroom discussions and activities
take part in small group work
complete homework assignments

Bold text between orange lines is an excerpt from Grade 10 Healthy Active Living Education Public Course Profile, Unit 4:

Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning.

Step 5: Outline the teaching/learning strategies:

Follow links for the three lesson plans for Grade 10.

Additional Resources

There are some additional resources listed on this site. You may also check with your local school board, public health office or call the central information numbers at the Centre for Addiction and Mental Health:

R. Samuel McLaughlin Centre: 1-800-463-6273
Video Reference Desk: 416-535-8501, ext. 6987
Marketing Department (kits and pamphlets, etc.): 1-800-661-1111

Educating Students about Drug Use and Mental Health - Catholic - Grade 10: Overview

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