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

Grade 7 Overview

Expectation 1

2

3

4

Step 1: Identify the learning expectations:

Overall expectation:

• Apply living skills to deal with peer pressure related to substance use and abuse.

Specific Learning Expectations:

• Outline a variety of issues related to substance use and abuse (e.g., the effects of second-hand smoke, the impact of laws governing drug use, including the use of alcohol and tobacco).
• Identify and categorize drugs as stimulants, depressants and hallucinogens.
• Apply a decision-making process to make informed choices regarding drug use.
• Demonstrate strategies (e.g., saying no, walking away) that can be used to counter pressures to smoke, drink, take drugs, and identify healthy alternatives to drug use.

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

Verb	Category
1. outlines	1a. Shows understanding of required concepts with few errors 1b. Communicates required knowledge clearly with few errors, using appropriate terminology
2. identifies	2.Understands most of the concepts and is able to communicate with few errors
3. applies	3.Understands the concepts, uses correct terminology, actively participates and applies skills
4. demonstrates	4. Understands and is able to communicate concepts. Actively participates, and uses appropriate terminology with few errors.

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

• show understanding of a variety of issues related to substance use and abuse and communicate this information.
• understand the concept of drug categories and tell you or show you, with few errors, what is a stimulant, depressant and hallucinogen.
• understand and communicate a decision-making process which is appropriate for drug and alcohol use and informed choices.
• use terminology correctly and actively participate in applying this model to scenarios posed in class.
• understand and communicate information about pressure-resistance strategies.
• actively participate in applying these strategies to situations discussed in class.
• use appropriate terminology.

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

• outline drug-related issues, including identifying facts, problems and concerns and opposing views if present.
• use appropriate terminology such as substances, drugs, legal, stimulant, depressant and hallucinogen.
• identify and communicate a decision-making model.
• demonstrate pressure-resistance strategies related to drug-taking.
• identify healthy alternatives to drug use.

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

1. What will students do to demonstrate their learning?

• Develop a position paper
• Make an oral presentation
• Organize class debate
• Take part in decision-making role-plays
• Show they are aware of and can practice resistance to pressure

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

• define the issue
• identify two arguments on both sides of the issue
• discuss your opinion and back it up; decision-making outline completed

Step 5: Outline the teaching/learning strategies:

Follow the links to the three lesson plans for Grade 7.

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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