Educating Students about Drug Use and Mental Health - Grade 1: Overview

Grade 1 Overview

Expectation 1

2

3

Step 1: Identify the learning expectations:

1. Overall Expectation:

Recognize commonly used medicines and household products.

2. Specific Learning Expectations:

• Recognize that there are some medicines
• (e.g., cough syrup, nose drops) and other substances (e.g., vitamins) that help the body when used properly safely).
• Identify (e.g. from their symbols and labels) medicines and household products that are harmful to the body.
• Employ decision-making skills to identify when and how medicines should be used (e.g., seeking out adult assistance).

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

Verb	Category
1. recognizes	1. Understands most of the required concepts with a few minor errors (knowledge)
2. identifies	2. Understands concepts, describes concepts and communicates concepts with few errors
3. employ	3. Understands, describes, actively participates and communicates all concepts with few errors or omissions, using appropriate terminology

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

• show they understand medicines and other substances (like vitamins) and how these help proper use.
• identify the difference between helpful and harmful substances and when and how medicines should be used (maintenance, e.g., vitamins versus treatment).
• follow a decision-making process that requires no encouragement to participate actively; use terminology correctly.

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

• pick out medicines from assortment of objects
• distinguish between medicine and candy
• define and draw medicine, giving example
• describe how to take medicine safely
• discuss personal experience with medicine use
• describe rules for safe use (caregivers decide; adult help; storage; read labels)
• describe what to do if student finds medicines (don't taste or swallow)
• describe steps in decision-making.

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

1) What will students do to demonstrate their learning?

• Use correct language/terminology (medicine, substance)
• Indicate knowledge of safety
• Indicate difference between helpful and harmful substances
• Discuss and brainstorm ideas and feelings

2) What will you use to collect evidence of the student's learning?

• sorting exercise of different types of medicines
• checklist used with role-playing
• talk about feelings; will feel better some days than others;
• don't necessarily need to take anything
• "Finish the Sentence" exercise

Step 5: Outline the teaching/learning strategies:

Follow the links to the expectations and lesson plans for Grade 1.

Additional Resources

There are some additional resources listed at the end of this document. 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:

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