I. The class will be divided into (5) groups of five.
II. As a group, the task
force will then choose one of the following substances:
Tobacco, Alcohol, Illegal Drugs, Inhalants, Prescription Drugs, and Steroids
III. Each group will then decide the role of each member:
IV. Each member of
the group is then responsible for gathering information and data, from
his/her respective position on the task force, regarding the substance
and the physical, mental, and emotional effects it has on the user and
all people associated with the user. Consider how the decision, of
a middle school student, to abuse a substance impacts the person in your
respective role and how that person can help. Think about what life
may be like for a middle school student if they live with, love, and or
know someone who abuses a substance. Again, how does this impact
the person in your respective role and how can that help.
A Nurse may report what he/she sees, the physical effects, when someone, under the influence, comes into the emergency room. The nurse should discuss various diseases and health complications associated with abuse of the substance.
A teacher may talk about the need to be made aware of signs and symptoms of a user and or an abuser. The teacher may also demonstrate how substance abuse impacts one's performance in school and or on the playing field.
A counselor may report about the metal and emotional healing that occurs in a rehab or the effects on a seventh grader who lives with a substance abuser.
Parents may want to research what they can do to try and prevent substance abuse problems or the course of action to take in the event of a problem.
The presentation must include opportunities
for the middle school students to recognize, demonstrate, practice and
or discuss healthy decision-making skills. The students should explore
or witness the pros and cons of their decisions. In a play you may
stop and ask the audience what the actor should do in the situation.
In a video you may show what happes if the actor makes a healthy decision
and then what happens when he/she makes an unhealthy decision. In
a game maybe the players earn points or move in certain directions according
to the decision they make. Include examples of "cool" refusal tactics
and incorporate messages to enhance positive self-images into the curriculum.
(All groups must conclude their presentation with a question and answer
or debriefing period.)
Videos: how to produce a video.
Games: how to create a game, marketing, writing instructions and rules.
Become familiar with and be mindful of the
students' age in regards to their behavior, attention span, language appropriateness,
comprehension level, and sense of humor.
VIII. Submit the following material to the teacher for evaluation and assessment:
B) Pamphlet: The pamphlet must include the basic information of the emotional, mental, and physical effects of the substance, as well as the common laws surrounding the substance. Most important, the pamphlet must include where to seek assistance for abuse or addiction to the substance in regards to their self or someone they know and care about.
C) Bibliography: Include the website you hit from the provided list, the one that your group found and used, and the resource you found at CAB