Educating Students about Drug Use and Mental Health: Expectation 2

Grade 10 Overview

Exp 1 T/L S 1

Exp 1 T/L S 2

2

3

Describe the physiological and sociological effects of substance use.

Bold text between the orange lines are excerpts from Grade 10 Healthy Active Living Education Course Profile, Unit 3, Activity 5.

Teaching/Learning Strategy 3:

Using a jigsaw strategy, the students will research the physiological and sociological effects of various substances (alcohol, drugs, tobacco, steroids, caffeine) on the body. Each expert group will investigate one substance. The students will use a worksheet to record information. To reinforce the effects, each small group will be responsible for presenting the effects of the various substances on one body part. They will present the information using a co-operative activity tracing the path of substances through the body. The teacher will use a ball to represent a substance. The ball will get tossed from group (body part) to group (body part) and each group will call out the effect of that substance on their part, for example:

Chewing tobacco: brain - addiction, stimulation; heart - none; liver - none; mouth - mouth sores, cancer, halitosis, stains; lungs - none; reproductive system - none; sociological - acceptance within some groups and disdain form others.

Ecstasy: brain - hallucinations, paranoia, anxiety, depression, dependence, euphoria, high energy; heart - increases heart rate, elevates blood pressure; liver - none; mouth - jaw pain; lungs - none; reproductive system - none; sociological - associated with date rape, can make people less able to resist sexual assault.

Students will self-assess their co-operation and group interaction using part of the Participation Rubric from the Grade 9 Course Profile.

 

Alternative Activity (Part A) : Physiological Effects of Substance Use

Effects of Drugs on Parts of the Body

The physiological perspective examines how substance use affects the various parts of the body (brain, reproductive system, heart, liver, mouth/throat, lungs). It is important to note that even low rates of use can have a negative impact on your health. Using the jigsaw strategy (described in the profile overview) students will research the physiological health effects of various substances and their impact on the specific parts of the body.

Activities/Discussions:

1. Each student will be given a copy of the student drug chart worksheet "Physiological Effects of Substances on the Body: Student Worksheet". The class will then be broken up into groups and assigned a drug to research. Each member will investigate two or three effects (where possible) of the assigned substance on a given body part(s). Blank spaces are provided on the student worksheet to accommodate the investigation of other drugs according to student interest and teacher discretion (e.g., LSD, psilocybin, ecstasy, solvents, cocaine/crack, heroin).
2. The information gathered on each of the substances will then be placed on the anatomical diagram. Transferring the anatomical diagram onto a transparency will facilitate this process. (As an alternative, students could also do a life-size drawing on mural paper and present their findings on it.)
3. One member from each group will present his or her findings to the rest of the class. Each student will thentake this information and complete his or her individual drug chart worksheet.
4. A group discussion could then follow to identify the impact of the findings.

• Did any of the findings surprise you?
• Discuss the synergistic effect (combining two or more drugs).
•  

Synergistic.  This refers to drug interactions that combine to enhance the action of one another as opposed to antagonistic effects, which reduce the action of one of the drugs. Example: Using alcohol with tobacco dramatically increases the risk of cancers of the oral cavity, pharynx, larynx and esophagus.

Here's a Thought! As an alternative to photocopying the student work sheets, some student worksheets can be made into overheads and used as a group activity.

Hot Tip for Teachers

Information on other drugs is available from Drug Fact Sheets in Educating Students about Drug Use and Abuse - Ready-to-use Lesson Plans for Drug Education in Your Classroom: Grade 9, Expectation 2.

Physiological Effects of Substances on the Body: Student Worksheet

	Body Part
Substance	Brain CNS	Heart	Liver	Mouth Throat	Lungs	Reproductive System
Alcohol
Tobacco
Chewing Tobacco
Cannabis
Steroids
Ecstasy

Physiological Effects of Substances on the Body: Teacher Answer Guide

	Body Part
Substance	Brain CNS	Heart	Liver	Mouth Throat	Lungs	Reproductive System
Alcohol	- increases cell degeneration - slows CNS	- increases cell degeneration - slows CNS	- becomes fatty, enlarged - cirrhosis			- lowers testosterone levels - risk of impotence
Tobacco	- decreases body's ability to produce these feel- good hormones	- increased heart rate - increased blood pressure - narrows arteries - can cause irregular heart beat - decreased blood flow to hands & feet - decreased oxygen supply	- increased risk of cancer	- abnormal irritation and thickening of membranes, - develop smoker's cough - pre-cancerous or cancerous lesions - increased risk of throat cancer	- decreased respiratory rate - increased risk of respiratory illnesses - decreased flexibility - thickens lining - weakens cells - increased risk of cancer	Males: -decreased potency -decreased sperm count Females: -decreased fertility -earlier menopause -can harm the fetus in pregnancy
Chewing Tobacco	- see tobacco	- see tobacco	- increased risk of cancer	- receding gums - tooth loss - lips and gums may crack, wrinkle, bleed - bad breath - decreased sense of taste and smell
Cannabis	- short-term memory problems - anxiety	- increases heart rate	- dry mouth		- increased risk of cancer	- decreased testosterone level - decreased sperm count
Steroids	- may cause anxiety, mood changes, aggression	-risk of heart attack - hardening of the arteries - causes an enlargement of the heart	- risk of hepatitis - increased risk of liver cancer			-decreased size of the testes in men -disrupts women’s menstrual cycle
Ecstasy	- after initial effects have worn off, may experience "hangover", effects such as confusion, irritability, anxiety, paranoia, depression, memory impairment or sleep problems - some evidence that ecstasy produces permanent changes in cells and chemistry	- increased blood pressure and heart rate - increased body temperature - increased risk of heart or kidney failure, strokes and seizures	- increased risk of jaundice and liver damage	- grinding of teeth and jaw pain

 

Physiological Effects of Substance Use: Student Worksheet

 

Alternative Activity (Part B): Sociological Effects of Substance Use -Trends in Student Drug Use

Sociological perspective looks at the behaviour of groups of people and the factors that affect their behaviour. An examination of the trends of student drug use will provide an opportunity for students to analyze and better understand their own behaviour regarding drug use.

The students will be given the opportunity to "estimate" the percentage of student drug use in Ontario within the last year. The students will then compare their guesses to the current findings from the Centre for Addiction and Mental Health, Ontario Student Drug Use and Health Survey, 2007, (Note: this survey is conducted every two years. For current statistics please refer to http://www.camh.net/). (Note to Teachers: This activity is an opportunity to correct student misconceptions and provide students with accurate statistics. It is important to remind students that there are no right or wrong answers.)

Activities/Discussions:

Place the student drug use chart on an overhead and have the students brainstorm percentages of drug use for all students in Ontario and that of Grade 10 students.

Compare the student-perceived percentages with the actual data.

Place the whole chart of results on an overhead and discuss the rates and patterns of drug use, looking at: gender, grade and specific drug differences.

Each student will complete the True/False Student Drug Use Questionnaire.

Correct and review the questionnaire identifying the trends and contributing factors (e.g., gender, demographics, social norms, etc.). Possible discussion questions are:

• Why is this information important?
• What is a possible explanation for this pattern?
• What do you predict will occur in the 2009 survey?
• What are some possible solutions to changing the pattern of drug use behaviour?

Trends in Student Drug Use: Student Worksheet Overhead

(Based on the Centre for Addiction and Mental Health, Ontario Student Drug Use and Health Survey, 2007.)
   

Drug	Totals	Males	Females	Grade 10
Alcohol
Binge Drinking
Cannabis
Opioid Pain Relievers (MN)
Cigarettes
Other Hallucinogens
OTC Sleeping Medications(NM)
Solvents
Stimulants (NM)
Cocaine
Ecstasy (MDM)
Jimson Weed
Methamphetamine
LSD
ADHD Drugs (NM)
Glue
Crack
PCP
Tranquillizers/sedatives (NM)
OxyContin (NM)
Ketamine
Rohypnol
Heroin
Ice (Crystal Methamphetamine)
GHB
Steroids (lifetime)

Note: NM = non-medical use

Trends in Student Drug Use: Teacher Answer Guide / 

(Based on CAMH Ontario Student Drug Use and Health and Health Survey 2007)

 

Drug	Totals	Males	Females	Grade 10
Alcohol	61.2	61.7	60.7	69.6
Binge Drinking	26.3	27.1	25.4	29.8
Cannabis	25.6	26.9	24.3	30.9
Opioid Pain Relievers (MN)	20.6	18.0	23.5	21.5
Cigarettes	11.9	11.7	12.1	13.7
other Hallucinogens	5.5	6.6	4.3	6.3
OTC Sleeping Medication (NM)	4.0	3.2	4.9	2.3
Solvents	5.8	4.9	6.8	5.6
Stimulants (NM)	5.7	4.0	7.5	5.4
Cocaine	3.4	3.6	3.1	3.4
Ecstasy (MDM)	3.5	3.4	3.5	4.7
Jimson Weed	2.6	2.7	2.4	3.1
Methamphetamine	1.4	1.5	1.4	1.2
LSD	1.6	2.1	1.1	1.0
ADHD drugs (NM)	1.0	1.1	1.0	1.1
Glue	2.5	2.1	3.0	2.2
Crack	1.0	0.9	1.1	1.1
PCP	0.7	0.9	0.5	0.7
Tranquillizers/Sedatives (NM)	1.8	1.7	1.9	2.3
OxyContin (NM)	1.8	1.7	1.9	1.9
Ketamine	1.1	1.3	1.0	s
Rohypnol	0.6	s	0.8	s
Heroin	0.9	1.3	0.6	76
Ice (Crystal Methamphetamine)	0.8	0.8	0.8	0.7
GHB	0.5	s	0.7	s
Steroids (lifetime)	1.3	2.0	0.5.5	1.3

Notes: Past Year Drug Use (%) by Total, and Sex; NM = non-medical use; Binge Drinking (5+ drinks on one occasion) refers to the past 2 weeks.
 
Trends in Student Drug Use: Teacher Answer Guide
(Based on CAMH Ontario Student Drug Use and Health and Health Survey 2007)

Drug	Totals	Males	Females	G7	G8	G9	G10	G11	G12
Alcohol	61.2	61.7	60.7	28.1	40.1	58.9	69.6	79.2	83.0
Binge Drinking	26.3	27.1	25.4	4.4	6.5	18.8	29.8	42.2	48.0
Cannabis	25.6	26.9	24.3	3.6	6.6	21.0	30.9	40.0	44.7
Opioid Pain Relievers (MN)	20.6	18.0	23.5	12.5	22.1	24.0	21.5	22.0	20.5
Cigarettes	11.9	11.7	12.1	2.5	38	10.6	13.7	19.3	19.2
Other Hallucinogens	5.5	6.6	4.3	0.6	1.0	4.1	6.3	10.9	8.8
OTC Sleeping Medications (NM)	4.0	3.2	4.9	3.2	3.3	5.5	2.3	5.0	4.4
Solvents	5.8	4.9	6.8	9.3	10.1	5.8	5.6	3.9	1.5
Stimulants (NM)	5.7	4.0	7.5	1.9	3.3	6.4	5.4	8.2	7.9
Cocaine	3.4	3.6	3.1	1.7	2.0	2.3	3.4	5.7	4.5
Jimson Weed	2.6	2.7	2.4	1.2	1.5	2.6	3.1	3.3	3.4
Ecstasy (MDM)	3.5	3.4	3.5	s	1.2	2.8	4.7	6.2	5.0
Methamphetamine	1.4	1.5	1.4	s	0.5	1.5	1.2	2.9	1.8
LSD	1.6	2.1	1.1	s	1.0	1.9	1.0	3.0	2.1
ADHD Drugs (NM)	2.4	2.8	2.0	0.7	1.7	3.1	3.2	3.3	2.5
Glue	2.5	2.1	3.0	3.1	5.2	2.3	2.2	2.0	1.0
Crack	2.0	2.1	1.9	1.0	1.5	2.6	2.5	2.1	2.1
PCP	1.1	1.4	0.7	s	1.0	1.5	1.0	1.4	1.1
Tranquillizers/Sedatives (NM)	1.8	1.7	1.9	s	1.6	1.2	2.3	3.2	2.1
OxyContin (NM)	1.8	1.7	1.9	1.0	1.5	0.8	1.9	3.2	2.2
Ketamine	1.1	1.3	1.0	s	s	0.8	s	2.0	2.5
Rohypnol	0.6	s	.8	0.6	1.4	0.7	s	0.8	s
Heroin	0.9	1.3	0.6	0.6	0.8	1.04	0.7	1.7	0.7
Ice(Crystal Methamphetamine)	0.8	0.8	0.8	s	0.9	0.7	0.7	1.6	0.5
GHB	0.5	s	0.7	s	s	s	s	1.0	1.0
Steroids (lifetime)	1.3	2.0	0.5	0.7	0.6	s	1.3	2.0	2.4

Notes: Past Year Drug Use (%) by Total, and Sex; NM = non-medical use; Binge Drinking (5+ drinks on one occasion) refers to the past 2 weeks; S=estimate suppressed

(Source: Centre for Addiction and Mental Health, Ontario Student Drug Use and Health Survey, 2007.)

Sociological Effects of Substance Use: Student Worksheet

True or False

	TRUE	FALSE
1. Two out of three students reported using alcohol at least once in the year before the survey
2.  The prevalence of drinking differs between males and females.
3.  Fewer students reported binge drinking  (the consumption of five or more drinks on a single occasion).
4.  The majority of students smoke cigarettes.
5. Cannabis use more than doubled from 1993-2007
6.  In the past year, more than two-thirds of students reported that they did not use any illegal drugs.
7.  If students have misconceptions about the negative effects of drug use they are more likely to use drugs.
8.  More than one-third of students reported that someone tried to sell them drugs within the last year.
9.  Over half of student smokers attempted to quit in 2007.
10.   In 2007, 10% of students indicated that they had  been in a treatment program for alcohol or other drugs during the past 12 months.

   
(Based on the Centre for Addiction and Mental Health, Ontario Student Drug Use and Health Survey, 2007.)

Sociological Effects of Substance Use: Teacher Answer Guide
Answers: True or False Explanation

1. True: In 2007, 61.2% of Ontario students reported using alcohol at least once in the past year. This reflects an increase of almost 10% since 1993.
2. False: In recent years, drinking among females has been stable but has declined among males.  The prevalence of drinking does not differ significantly between males (61.7%) and females (60.87%).
3. True: Fewer students reported binge drinking episodes (the consumption of five or more drinks on a single occasion) decreasing from 28% in 1999 to 26.3% in 2007.
4. False: The majority of students do not smoke cigarettes.  In fact, the prevalence of smoking in 2007 (12%) is at it lowest point on record since monitoring began in 1977.
5. True: From 1993-2007 cannabis use increased from 12.7% to 25.6%. Over the long term, for both males and females, cannabis use is significantly higher in 2007 than in the late 1980's and early 1990's.
6. True: More than two-thirds (71%) of students report not using an illicit substance during the past 12 months including cannabis. Further, the majority of drug users report infrequent use, once or twice in the past year.
7. True: Increasing acceptance of drug use and reduced perceptions of personal harm as well as perceived increase in availability of drugs correlate with increasing rates of substance use.
8. True: About one-third of students reported exposure to drug-selling in their neighbourhood during the 12 months before the survey and 31% said someone tried to sell drugs to them. One in four students (25%) said drug use was a big problem in their school.
9. True: In 2007, 53% of smokers in all grades attempted to quit smoking. About one in five smokers report dependence on cigarettes, as indicated by smoking within 30 minutes of waking in the morning.
10. False: In 2007, 1.5% (about 14,700 students) reported having been in a treatment program for alcohol or other drugs during the past 12 months. 

(Source: Centre for Addiction and Mental Health, Ontario Student Drug Use and Health Survey, 2007)

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