Educating Students about Drug Use and Mental Health - Catholic - Grade 9: Overview
Step 1: Identify the learning expectations:
1. Overall Expectation (Third Expectation in the Healthy Living Strand):
Demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol,
tobacco and other drugs (e.g., cannabis).
2. Specific Learning Expectations:
- Identify facts and myths related to the use and abuse of alcohol, tobacco and other drugs (e.g., cannabis).
- Explain the effects of the use and abuse of alcohol, tobacco and other drugs (e.g., cannabis).
- Identify the major factors (e.g., environmental influences such as peer pressure, media influences, adolescent attitudes)
that contribute to the use of alcohol, tobacco and other drugs.
- Identify the school and community resources involved in education, prevention and treatment with respect to alcohol, tobacco
and other drugs.
- Demonstrate and use decision-making and assertion skills with respect to media influences and peer pressure related to alcohol,
tobacco and other drugs.
Step 2: Connect the Achievement Level category to the learning expectations:
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VERB
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CATEGORY
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1. identifies
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1a. Understands most of the required concepts.
1b. Communicates these concepts with few errors using appropriate terminology.
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2. describes
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2. Understands the concepts and communicates these clearly, using correct terminology.
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3. demonstrates
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3. Understands and is able to communicate concepts clearly, using appropriate terminology with few errors.
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4. participates
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4. Participates actively, using/applying most of the required skills.
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At the end of this lesson, students will be able to:
- clearly distinguish between the facts and myths related to the use and abuse of alcohol, tobacco and other drugs
- show understanding of the influences affecting decisions to use or not use alcohol, tobacco and other drugs
- list/discuss the physiological effects of alcohol, tobacco and other drugs (short and long-term
- understand and apply a decision-making process appropriate for choices related to using or not using alcohol, tobacco or other
drugs
- demonstrate critical thinking skills related to influences
- demonstrate a variety of assertive and refusal skills
- investigate, understand and list the school and community resources involved in education, prevention and treatment with respect
to alcohol, tobacco and other drugs.
Step 3: Evidence of student learning will be identified and assessed by the students' ability to:
- identify and acknowledge their own beliefs about alcohol, tobacco and other drugs
- demonstrate a beginning knowledge of issues related to alcohol, tobacco and other drugs at a social level (moving beyond the
personal level)
- identify/distinguish between the myths and facts surrounding a typical drug user and the effects of use of alcohol, tobacco
and other drugs
- identify the physiological effects (both short and long-term) of the use of alcohol, tobacco and other drugs
- identify helping, education and treatment resources in the school and community
- identify major influences that contribute to the use of alcohol, tobacco and other drugs
- identify and communicate a decision-making model and apply it to a variety of scenarios
- identify and demonstrate assertive and refusal techniques
- apply these techniques to a variety of situations.
Step 4: Develop/determine the assessment strategy/tool:
What will students do to demonstrate their learning?
- complete worksheets
- take part in small group work
- complete homework assignments
- participate in question and answer sessions
- take notes
Bold Text between the ornage lines are excerpts from "Grade 9 Healthy Active Living Education Catholic Course Profile, Unit
2, Activities 1 to 5"
Teachers will assess and evaluate individual student progress continually and use appropriate resources and strategies to
facilitate and improve each student's learning. These different strategies will provide opportunities for students to demonstrate
the full range of their learning. It is essential that all students have a clear understanding of the course expectations
and specific achievement levels.
The following chart identifies a list of suggested assessment tools that the teacher could use for this unit:
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TOOL
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TYPE
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WHO
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ACTIVITY
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Poster
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Formative/Summative
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Teacher
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Activity 1
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Worksheets
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Formative/Summative
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Teacher/Self
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Activity 2
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Personal Reflection
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Formative
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Teacher/Self
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Activity 2, 3
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Assignment
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Formative/Summative
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Teacher/Self
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Activity 3
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Self / Peer
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Formative
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Teacher
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Activity 3, 4
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Group Work Rubrics
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Formative/Summative
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Teacher/Self
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Activity 4
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Unit Test
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Summative
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Teacher
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Activity 5
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Step 5: Outline the teaching/learning strategies:
Follow the links for the five lesson plans for Grade 9.
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
Centre for Addiction
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