Educating Students about Drug Use and Mental Health - Grade 7: Expectation 1

Grade 7 Overview

Expectation 1

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Specific Learning Expectation

Outline a variety of issues related to substance use and abuse.

Background Information

Overall learning expectations regarding substance use and abuse for grades prior to Grade 7 include:

Grade 1: Recognize commonly used medicines and household products.

Grade 2: Describe the effects on the body of appropriate and inappropriate uses of medicines.

Grade 3: Describe a drug, listing several examples (e.g., nicotine, caffeine, alcohol) and describe the effects of these substances on the body.

Grade 4: Identify the influences (e.g., the media, peers, family members) affecting the use of tobacco, as well as the effects and legalities of, and healthy alternatives to, tobacco use.

Grade 5: Identify the influences (e.g., the media, peers, family members) affecting alcohol use, as well as the effects and legalities of, and healthy alternatives to, alcohol use.

Grade 6: Identify the influences (e.g., the media, peers, family members) affecting the use of cannabis and other drugs, as well as the effects and legalities of, and healthy alternatives to cannabis and other drugs.

As well, students were introduced to two different decision-making models:

• Grades 1, 2 and 3 - "LOOK, THINK, DECIDE, ACT"
• Grades 4, 5 and 6 - "IDEAL"

For a complete discussion of the previous program, including overall and specific learning expectations, see Grades 1 to 6: Lesson Planning Process: Expectations.

Hot Tips for Teachers

In this section, the teacher will introduce the concept of the complexity of drug use, and address many different perspectives Politicians, health workers, police and ordinary people often debate the "best" way to respond to these issues.

One example of this is the second-hand smoke issue. Some of the perspectives to take into account:

• health effects and hazards (including effects on fetal growth, young babies, small children, those with respiratory problems, and those allergic to tobacco smoke)
• laws regarding tobacco use, including age limits for legal use
• difference in expectations about use between office and home, public areas, restaurants, cars
• modeling of drug use by older smokers to younger non-smokers
• by-law regulations and regional differences
• advertising of tobacco products
• given all of these perspectives, use of tobacco by adults is still legal. Why?

Your role is to help the students understand that there is more than one way to react to these issues. When it comes to personal decision-making about drug use, including medicines, tobacco and alcohol, students need to have accurate information and be aware of the perspectives shared by their classmates as well as other influences, so they can come up with a decision that is best for them.

Teaching/Learning Strategies

Ask students to brainstorm some drug-related issues, for example:

• second-hand smoke
• media influences, including alcohol advertising, "pop-star” role models, music videos
• legalization, decriminalization and medical use of marijuana
• steroid use, diet pills, tobacco and body image
• house parties, alcohol use and liability
• binge drinking and low-risk drinking guidelines
• raves and drug use
• family drug problems
• drinking and driving
• drinking and sexual risk-taking

1. Developing a position paper:

Students work in small groups of five to research a topic. Each member of the group looks at one of the following:

• legal issues
• health issues
• safety issues
• family issues
• friends issues

At the end of a week (or more), each small group presents its findings. In its presentation, it must:

• define the issue
• say why this is a topic of concern for teens
• give examples of how the issue is currently being handled and what your group thinks would be "best", or come up with ideas for improving the current situation

2. Extensions of learning:

Invite guest speaker as a follow-up (e.g., for second-hand smoke, ask a by-law officer to talk about the laws, regulations and fines regarding smoking). Teachers, please note that speakers may come with their own personal agendas, and you will want to check with them regarding their presentation.

Assessments of Learning

1. Development of a position paper

2. Oral presentation

Rubric for Levels of Assessment
 

Level 1: Needs assistance to understand the required concepts concerning the variety of drug issues. Communicates poorly with many errors. Level 2: Shows understanding of some of the concepts with several minor errors. Communicates with some clarity and sometimes uses appropriate terminology. Level 3: Shows understanding of a variety of issues related to substance use and abuse and can communicate this information with few errors, using appropriate terminology. Level 4: Shows understanding of most of the issues required, can communicate these clearly and precisely, and uses appropriate and varied terminology.

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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