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  • Student Activities and Printable Worksheets

    Click on the links below to download and print copies of posters and teaching guides featured in the Heads Up series.

    NEW! Stand Up Against Bullying
    This health, life skills, and language arts poster/teaching guide aims to prevent student bullying as well as lower associated risks, such as substance abuse. The lesson, activities, and work sheets will help students build the skills they need to identify potentially harmful situations around them and determine steps they can take to safely intervene if they see a peer in trouble.
    (First published 2017)

    Respect Others. Respect Yourself.
    This ELA and Life Skills poster/teaching guide helps students build healthy communication skills. The techniques covered in the tiered lesson, activities, and work sheets will serve students in all relationships, and in particular could help prevent emotional or physical abuse. Additionally, having strong communication skills will help students to navigate difficult situations, such as peer pressure or conflicts. (First published 2016)

    Drugs + Your Body: It Isn’t Pretty
    This poster/teaching guide includes an eye-catching poster, lesson, and dynamic worksheets designed to provide factual details and critical-thinking questions on the wide-ranging effects drugs have on the developing brain and body. These effects include harmful physical and psychological consequences that affect not only individuals, but also families, friends, and communities. (First published 2012)

    • Order a Free Print Copy of the Poster/Teaching Guide

    Marijuana: Download the Facts 
    The teaching guide to the poster Marijuana: Download the Facts (PDF). This poster and teaching guide are designed for teachers to display and use in the classroom year-round to educate students about the risks of smoking marijuana. The teaching guide includes lesson plans and worksheets that communicate the facts of marijuana use, as well as guide students in analyzing media messages so that they can make educated decisions about drugs. (First published 2011)

    • Order a Free Print Copy of the Poster in English or Spanish

    Drug Facts: Shatter the Myths
    The teaching guide to the poster Drug Facts: Shatter the Myths (PDF). This poster and teaching guide are designed for teachers to display and use in the classroom year-round to remind students of the importance of getting the facts when it comes to drugs and drug abuse. The teaching guide includes a lesson plan and worksheet to help students identify drug facts vs. myths, eye-opening questions and answers from NIDA’s National Drug IQ Challenge, and take-home activities in both English and Spanish. (First published 2010)

    Facts on Drugs: Teen Guide to Making Smart Decisions
    The teaching guide to the poster LIFE’S COMPLICATED ENOUGH: Make Smart Decisions About Drugs (PDF). This important teaching guide is a skill-building program to help students understand the importance of informed decision making. The teaching guide includes turnkey lessons and worksheets that support the idea that when young people know the facts, they have the tools to make smart choices. Find lessons and critical-thinking activities that bring students facts about the science behind teen brain development and decision making, as well as the health risks associated with drug abuse. (First published 2008)

    The Teen Brain: Under Construction
    The teen brain is still developing, so it is particularly vulnerable to the effects of drugs. Drugs interfere with the teen brain’s natural development, affecting not only the brain, but the entire body. Check out the poster and article to learn more about how drugs affect the brain and the body. The accompanying teaching guide includes lessons, discussion questions, and student activities about drug addiction and how drug abuse affects decision making. (First published 2004)

    You Can’t Sniff Away Your Sorrows: Drug Abuse May Cause Addiction, Memory Loss, Heart Failure, Organ Damage, or Death.
    Check out the Heads Up Poster Contest Grand Prize-winning artwork and poster concept by student Ania Lisa Etienne. Then use the lesson strategy, discussion questions, and student worksheet activities to help students learn more about how drugs can affect your brain and your health. (First published 2003)

    Drugs and the Body—It Isn’t Pretty
    Check out the poster and explore student worksheet activities to find out how drugs of abuse affect the brain and body. This poster/teaching guide includes posters in English and Spanish, student worksheet activities, answer key, and web resources. (First published 2002)

     

  • Heads Up Printable Worksheets

    Use these activities to learn more about drugs and how they affect your brain and your body.

    Click on the links below to download and print worksheets featured in the Heads Up series.

    Activity Gone Bust
    Just how important is it to keep your brain healthy? See for yourself. Abusing marijuana can make everyday tasks difficult. THC, the most powerful chemical in marijuana, interferes with normal functioning of the brain. This experiment simulates how basic functions can become difficult under the influence of marijuana. 

    Cross Drugs Off
    Use your brainpower to complete this crossword puzzle about how drug abuse can affect the brain and the body. 

    Q&A—How Drug Abuse Affects the Brain and Body
    Why?. . . How?. . . Have questions about how the body is affected by drugs of abuse? Check out this Q & A to learn more about how drugs can affect the brain, heart, lungs, liver, mouth, skin, bones, and kidney. 

    Tragic Data: Understanding Stats
    A recent survey of drug-related deaths in U.S. metropolitan areas shows that drugs spare no one. They claimed the lives of both men and women in nearly every age group. Study the data table from the survey and answer the questions that follow. 

    How Common Drugs of Abuse Harm
    Read the chart to learn about the effects and risks associated with the more common drugs of abuse. Then take the Pop Quiz to show what you know. 

    A Prescription for Pain
    Check out the graph that shows data on prescription drug abuse. Then use the graph to complete a true or false quiz. 

    Club-Drug Cheat Sheet
    Create your own cheat sheet with the facts about the effects of the club drugs MDMA (ecstasy), LSD, and methamphetamine.

    FAQs on Cocaine
    Get answers to frequently asked questions about cocaine and how it affects the brain.

    Mixed-up About Heroin
    Build a four-sentence paragraph with facts about heroin and the serious risks it poses to your health.

    Nicotine News
    Check out the graph that shows the percentage of teens who use nicotine. Then use the graph to complete a quiz.

    Outsmart the Chart
    Use this chart to review the facts about major drugs of abuse.

    Rave Realities: The Truth About Club Drugs
    Get the facts about the club drugs MDMA (ecstasy), LSD, and methamphetamine.

    Steroids: All-Over Horror
    Read about how steroids can mess with your brain and body. Then complete a diagram to show what you learned.

    The Cocaine Course
    Use this worksheet to record what you know, what you’d like to know, and what you’ve learned about cocaine.

    The Word on Marijuana
    Get the facts about marijuana, and then complete the fill-in-the-blank activity to show what you know.

    Top 10 Things You Need to Know About Inhalants

    True of False? (inhalants)
    Get the facts about inhalants and how they can affect your brain and body.

    What’s the Question?
    Test your knowledge of cocaine, heroin, inhalants, LSD, marijuana, MDMA, and steroids with this Jeopardy-style quiz.

    Your Brain At-a-Glance
    Learn about parts of the brain, and how drugs change how the brain works. After reading, complete a diagram of the brain.

    Cause and Effect: How Drugs Change the Brain
    Drugs of abuse cause changes in the brain that affect the way the drug user thinks and feels. Check out the worksheet “Drugs Change Your Brain,” and then complete this activity by connecting each drug to the effect it has on the brain.

    Drugs Change Your Brain
    Drug abusers may alter their brains forever. Drugs of abuse change the way an abuser’s brain works. Some of those changes might last for minutes. But other changes may be permanent. Check out what drugs can do to the brain, and then complete the fill-in-the-blank activity.

    Messed-Up Messages: Addiction and Your Brain
    Check out this worksheet to learn more about how drug addiction affects the brain.

    Path to a Healthy Future
    The right choices keep your brain at its best. Check out the worksheet “Messed-Up Messages,” and then complete the maze by following the statements that describe how the brain functions normally without drugs.

     Remember Your Brain: A Crossword Challenge
    Test your brain by completing this crossword puzzle about how the brain works and how drugs of abuse change the way the brain sends and receives messages.

    Stop Toxic Effects: Make the Connections
    Drug users crave drugs of abuse because of the way drugs work in the brain. But these drugs are toxic to the human body. Make the connections between inhalants, steroids, marijuana, MDMA (ecstasy), and cocaine, and how they can affect the body.

    How Much Do You Know About Drug Addiction?
    T
    ake this quiz to test how much you know about drug addiction and the effects of drug abuse on the brain.

    Drug Abuse Affects Decision Making
    Read about an experiment that scientists created to find out more about how drug abuse affects decision making. Analyze the data and results and draw your own conclusions.

    What Do You Know About Teens, Drugs, and Disease?
    Use this lesson to reinforce comprehension of the student article “Teens, Drug Abuse, and AIDS: The Deadly Connection.” The teacher lesson plan includes a lesson strategy, discussion tips, and an activity that educates students about the connection between drug abuse and bloodborne illnesses, and tests their knowledge of the topic before and after they read the article.  Use with the worksheet What Do You Know About Teens, Drugs, and Disease?

    Heads Up: The Rising HIV Rates Among Girls and Women
    Use this lesson to reinforce comprehension of the student article “Teens, Drug Abuse, and AIDS: The Deadly Connection.” The teacher lesson plan includes a lesson strategy and activity for students to use scientific data to analyze and draw conclusions about the effects of the worldwide AIDS epidemic on women. Use with the worksheet The Rising HIV Rates Among Girls and Women.

    What Do You Know About Teen Drug Trends?
    Take the quiz to test your knowledge about how drug abuse is linked to AIDS, HIV (the virus that causes AIDS), and hepatitis C.

    How Inhalant Abuse Damages the Brain
    Use this lesson to reinforce comprehension of the student article “Abuse of Inhalants and Prescription Drugs: Real Dangers for Teens.” The teacher lesson plan includes a lesson strategy and activity for students to use scientific data to draw conclusions about the effects of inhalants on brain functioning. Use with the worksheet How Inhalant Abuse Damages the Brain.  

    Obesity and Drug Addiction—What Do You Know?
    Take the quiz to test your knowledge of obesity, drug addiction, and the possible connection between them.

    Dangerous Cravings and the Brain
    Read about an experiment using rats to find out if increasing the number of D2 receptors in rats’ brains would decrease the amount of alcohol consumed by rats that had been trained to prefer alcohol over water. Analyze the results and draw your own conclusions. 

    Drugs and Your Body
    Read short descriptions of what specific drug such as prescription painkillers, inhalants, methamphetamine, MDMA (ecstasy), cocaine, marijuana, nicotine, and alcohol can do to the body. Then complete the true or false activity. 

    Drugs and Your Brain 
    Check out this short article about how drugs such as THC and opioids can adversely affect many areas of the brain, including the cerebral cortex (distorting thinking, perception, and judgment), the cerebellum (distorting coordination and balance), the prefrontal cortex (affecting decisions and promoting risk-taking), and the brain stem (slowing breathing and heart rate). Then complete the activity.

    Peer Influence
    Check out this short article about how peer influence affects decision making. Then, using facts you’ve learned, write about how you might respond to certain scenarios.

    The Science of Teen Decision Making
    Check out this short article and complete the activity to learn more about how the brain works. 

    What Do You Know About Drugs and Your Body?
    Take the quiz to test what you know about drugs and the brain and the body.

     

  • Videos on Drugs and Addiction

    Watch these videos to find out more about the health and life effects of drug use and addiction.

    Videos are organized into two chronological sections on this page:

    • Narrative Videos
    • Animated Infographics

     

    Narrative Videos

     

    Why Are Drugs So Hard to Quit?
    Quitting drugs is challenging because addiction changes the brain. (First published 2014)

    http://headsup.scholastic.com/app/uploads/2022/01/Why-Are-Drugs-So-Hard-to-Quit.mp4

     

    Scientist Raises Concerns About E-Cigarettes
    A scientist discusses e-cigarette concerns. (First published 2013)

    http://headsup.scholastic.com/app/uploads/2022/01/Nida-E-Cig-1.mp4

     

    Anyone Can Become Addicted to Drugs
    Find out how drug addiction happens and why anyone can become addicted. (First published 2012)

    http://headsup.scholastic.com/app/uploads/2022/01/DYB-Anyone-Can-Become-Addicted-To-Drugs.mp4

    Life’s Complicated Enough
    A teen speaks about how she became involved in drugs, and her path to recovery. (First published 2009)

    http://headsup.scholastic.com/app/uploads/2022/01/Homepage-LifesComplicated.mp4

     

    Steroids Don’t Work Out
    Get the facts on the dangers and consequences of steroid abuse from a scientist at the National Institute on Drug Abuse. (First published 2009)

    http://headsup.scholastic.com/app/uploads/2022/01/DYB-STEROID-ENG.mp4

     

    Animated Infographics

     

     

    Monitoring the Future 2014 Survey Results
    This annual survey of teens showed high rates of e-cigarette use and fewer concerns about marijuana’s risks. (First published 2015)

    http://headsup.scholastic.com/app/uploads/2022/01/NIDA-MTF-2014-Results.mp4

    More Videos from the National Institute on Drug Abuse >>

  • Posters

    NEW! Respect Others. Respect Yourself.
    Explore the many ways that people can incorporate respect and healthy communication skills into their everyday lives. (First published 2016)

    Drugs + Your Body: It Isn’t Pretty
    This poster provides facts on the wide-ranging effects drugs have on the developing brain and body. The consequences affect not only individuals, but also families, friends, and communities. (First published 2012)

    • For Teachers: Order a Free Print Copy of the Poster/Teaching Guide

    Marijuana: Download the Facts
    Find out how marijuana’s effects can interfere with teens’ lives, including in school and on the road. (First published 2011)

    • For Teachers: Order a Free Print Copy of the Poster in English or Spanish

    Prescription Drugs
    This poster illustrates the double-sided nature of prescription drugs: proper use and abuse. (First published 2011)

    Drug Facts: Shatter the Myths
    This poster promotes the importance of getting the facts from a trustworthy source when it comes to drugs and drug abuse. Shatter the myths and get the facts during the National Institute on Drug Abuse’s National Drug Facts Week. (First published 2010)

    LIFE’S COMPLICATED ENOUGH: Make Smart Decisions About Drugs
    Follow a teen’s journey through the serious short- and long-term effects of drug use, demonstrating the importance of informed decision making. (First published 2008)

    The Teen Brain: Under Construction
    The teen brain is still developing, so it is particularly vulnerable to the effects of drugs. Drugs interfere with the teen brain’s natural development, affecting not only the brain, but the entire body. (First published 2004)

    You Can’t Sniff Away Your Sorrows: Drug Abuse May Cause Addiction, Memory Loss, Heart Failure, Organ Damage, or Death.
    Check out the Heads Up Poster Contest Grand Prize-winning artwork and poster concept by student Ania Lisa Etienne to learn more about how drugs can affect your brain and your health. (First published 2003)

    Drugs and Your Body: It Isn’t Pretty
    This poster provides a graphic tour of how the body is affected by various drugs. A Spanish version is below. (First published 2002)

    Las Drogas y el Cuerpo no son una Buena Combinación
    This Spanish poster provides a graphic tour of how the body is affected by various drugs. An English version is above. (First published 2002)

  • The Real Risks of Marijuana

    Click on the image below to view the article (PDF).

    For a printable PDF version: click here.

    For a vocabulary list: click here.

  • Lesson “A Dangerous Mix”

    Many teens regularly take medications and over-the-counter drugs. But they may not know that mixing substances can cause unexpected and potentially dangerous effects. Those risks are even greater when alcohol and illicit drugs are involved. By sharing the student article “A Dangerous Mix,” teaching the lesson, and handing out the activity sheet, you will help students be smart about medicine safety.

    MATERIALS:

    Click below for printables and links to all the lesson materials for “A Dangerous Mix”

    Lesson

    Download All Materials
    (PDF – 8 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Lesson Pages:

    • Lesson and Work Sheet Printable (PDF)
    • Work Sheet Printable Only (PDF)
    • Student Article/
      Informational Text (PDF)

    • Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    Adapted Lesson
    (4th-6th GRADE READING LEVEL)

    Download All Materials
    (PDF – 8 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Adapted Lesson Pages:

    • Adapted Lesson and Work Sheet Printable (PDF)
    • Adapted Work Sheet Printable Only (PDF)
    • Adapted Student Article/Informational Text (PDF)

    • Adapted Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    See below to review the lesson plan.


    SUBJECT AREAS:

    Science Literacy, English/Language Arts, Health/Life Skills


    STANDARDS:

    COMMON CORE
    STATE STANDARDS
    NEXT GENERATION
    SCIENCE STANDARDS PRACTICES
    NATIONAL
    SCIENCE
    EDUCATION
    STANDARDS
    NATIONAL COUNCIL
    FOR THE
    SOCIAL STUDIES
    RST.6-8.1 / RST.9-10.1

    • Cite specific textual evidence to support analysis of science and technical texts

    W.6-8.1 / W.9-10.1

    • Write arguments to support claims, using valid reasoning and relevant and sufficient evidence
    • Obtaining,evaluating, and communicating information/engaging in argument from evidence.
    • Personal Health
    • Science and technology in society/Science and technology in local, national, and global challenges
    • 8. Science, technology, and society


    LESSON:

    CRITICAL-THINKING QUESTIONS:

    1. What is an active ingredient? Where can it be found? Give an example of an active ingredient.
      An active ingredient is the part of a drug that has an effect on the brain or body such as causing alertness or slowing breathing. Active ingredients can be found in drugs and alcohol, over-the-counter and prescriptions medications, and even natural substances like food, vitamins, and herbal supplements. Examples may include caffeine, decongestants, stimulants in ADHD medications, etc.
    2. Explain why it is important to check the ingredients in any over-the-counter medications before taking them.
      Answers may include that many over-the-counter medications contain the same active ingredients. Mixing these medications may cause you to take too much of a chemical, which may be harmful to your body.
    3. Why might someone who mixes alcohol and drugs end up in the emergency room? Use evidence to support your answer.
      Alcohol increases the effects of many drugs. This can cause dangerous complications that may impair a person’s breathing, such as with sedatives or opioids, or dangerously increase a person’s heart rate, such as with stimulants like cocaine and methamphetamine.


    WRITING PROMPTS:

    • Grades 6–8: Why is it important to tell your doctor about any vitamins or herbal supplements you are taking?
    • Grades 9–10: Describe how the effect of a medication may change if it is mixed with another substance. Give an example.
    • Grades 11-12: Explain why mixing drugs and alcohol can increase your risk of death.


    PAIRED READING:

    • “Non-Addictive Drugs: Are They Always Safe?” This paired text describes why even over-the-counter medications should be used with caution.
    • Writing prompt: Explain why it is important to follow directions on an OTC medication. Describe two possible risks if you misuse the drug. Have students use text evidence from “Non-Addictive Drugs: Are They Always Safe?” and “A Dangerous Mix” to support their answers.


    Activity Sheet Answers

    1. The active ingredient in the medication is chlorpheniramine maleate.
    2. Assuming an age of 12 and up: You can take a maximum of 12 pills per 24 hours.
    3. Answers may include that a person shouldn’t drive a vehicle when taking this medication because the medication can cause the person to be drowsy.
    4. Alcohol, sedatives, and tranquilizers.
    5. A sedative is a substance that slows breathing and heart rate and causes drowsiness. This is similar to the medication’s side effects. When the substances are combined, the effects could be amplified, causing the person’s breathing to slow too much. It could also result in other side effects. This is also true for alcohol, which can amplify the effects of medications.
  • A Dangerous Mix

    Click on the image below to view the article (PDF).

    For a printable PDF version: click here.

    For a vocabulary list: click here.

  • Lesson “The Real Risks of Marijuana”

    As many states legalize the recreational use of marijuana for adults, teens
    may be getting the message that the drug is safe. While marijuana is the most
    commonly used illicit drug among middle and high school students, the drug
    poses serious health risks
    to teens. By sharing the student article “The Real
    Risks of Marijuana,” teaching the lesson, and engaging students with the activity
    sheet, you’ll help students understand the dangers of marijuana use.

    MATERIALS:

    Click below for printables and links to all the lesson materials for “The Real Risks of Marijuana”

    Lesson

    Download All Materials
    (PDF – 7 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Lesson Pages:

    • Lesson and Work Sheet Printable (PDF)
    • Work Sheet Printable Only (PDF)
    • Student Article/
      Informational Text (PDF)

    • Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    Adapted Lesson
    (4th-6th GRADE READING LEVEL)

    Download All Materials
    (PDF – 7 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Adapted Lesson Pages:

    • Adapted Lesson and Work Sheet Printable (PDF)
    • Adapted Work Sheet Printable Only (PDF)
    • Adapted Student Article/Informational Text (PDF)

    • Adapted Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    See below to review the lesson plan.


    SUBJECT AREAS:

    Science Literacy, English Language Arts, Health/Life Skills


    STANDARDS:

    COMMON CORE
    STATE STANDARDS
    NEXT GENERATION
    SCIENCE STANDARDS PRACTICES
    NATIONAL COUNCIL
    FOR THE
    SOCIAL STUDIES
    RST.6-8.1 / RST.9-10.1

    • Cite specific textual evidence to support analysis of science and technical texts
    Practice

    • Obtaining, Evaluating, and Communicating Information

    Cross – Cutting Concept

    • Cause and Effect: Mechanism and Prediction

    Core Idea

    • Structure and Function
    • 8. Science, technology, and society


    LESSON:

    CRITICAL-THINKING QUESTIONS:

    1. How does marijuana affect the brain? (The chemical compound THC alters the
      communication between neurons. This can affect coordination and reaction time, and is associated with problems with attention, memory, learning, and decision-making.)
    2. Why are teens more vulnerable to the harmful effects of marijuana? (The brain continues to develop until the mid-20s. Using drugs—including marijuana—can
      negatively impact brain development. Since the adolescent brain is still developing, these changes may be long-lasting.)
    3. Why may CBD products not have the health benefits they claim? (CBD products are not FDA-regulated, so they have not been rigorously tested by an independent agency to make sure they are safe and contain exactly what their labels claim.)


    CRITICAL-THINKING WRITING PROMPTS:

    • Grades 6–8: Use your own words to explain how marijuana use can cause changes to a person’s brain.
    • Grades 9–10: Describe at least two ways marijuana use may negatively impact a person’s life in the long term.
    • Grades 11-12: Imagine that you have a friend who is using marijuana. What would you say to them to convince them to stop?


    PAIRED READING:

    “The Science of Marijuana: How THC Affects the Brain”
    (http://headsup.scholastic.com/students/the-science-of-marijuana)

    Writing prompt: Explain why using marijuana could have a negative impact on a student’s performance. Use evidence from “The Science of Marijuana: How THC Affects the Brain” and
    “The Real Risks of Marijuana” to support your reasoning.


    Student Activity Sheet

    Answers:

    1. False. Supporting evidence may include: Marijuana today contains roughly three times the concentration of THC than the drug did 30 years ago. People can end up in the emergency room with severe symptoms after taking too much THC.
    2. False. Supporting evidence may include: Teens who use marijuana recreationally are four to seven times more likely than adults to develop what is known as marijuana use disorder.
    3. False. Supporting evidence may include: Marijuana is associated with problems with attention, memory, learning, and decision-making. Using marijuana can cause people to develop marijuana use disorder. The severe types of this disorder are considered addiction. Inhaling or ingesting too much THC can result in people ending up in the emergency room.
    4. True. Supporting evidence may include: Marijuana can lead to problems with attention, memory, and learning. These effects may last for days or weeks.
    5. True. Supporting evidence may include: Marijuana (specifically, the presence of THC in the brain) can impact a person’s coordination and reaction time, making it dangerous to drive a car.
    6. False. Supporting evidence may include: Teens are more susceptible to the effects of drugs like marijuana because their brains are still developing. Drug use during the time of adolescent brain development may have long-lasting impacts on brain function. Because their brains are still developing, teens also have a higher risk of becoming addicted to marijuana.
  • Not Fit for Human Consumption

    Click on the image below to view the article (PDF).

    For a printable PDF version: click here.

    For a vocabulary list: click here.

  • Lesson “Drugs and the Teen Brain”

    As a teacher, you know that teens are at a critical time of development. The brain doesn’t become fully developed until the mid-20s. This fact makes teens especially susceptible to the harmful effects of drugs and alcohol, putting them at a greater risk for addiction as well as damage to the brain. By sharing the article “Drugs and the Teen Brain” and teaching this lesson, you will help students learn how their brain develops and why using drugs and alcohol is especially risky.

    MATERIALS:

    Click below for printables and links to all the lesson materials for “Drugs and the Teen Brain”

    Lesson

    Download All Materials
    (PDF – 6 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Lesson Pages:

    • Lesson and Work Sheet Printable (PDF)
    • Work Sheet Printable Only (PDF)
    • Student Article/
      Informational Text (PDF)

    • Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    Adapted Lesson
    (4th-6th GRADE READING LEVEL)

    Download All Materials
    (PDF – 4 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Adapted Lesson Pages:

    • Adapted Lesson and Work Sheet Printable (PDF)
    • Adapted Work Sheet Printable Only (PDF)
    • Adapted Student Article/Informational Text (PDF)

    • Adapted Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    See below to review the lesson plan.


    SUBJECT AREAS:

    Science Literacy, English/Language Arts, Health/Life Skills


    STANDARDS:

    COMMON CORE
    STATE STANDARDS
    NEXT GENERATION
    SCIENCE STANDARDS
    NATIONAL
    SCIENCE
    EDUCATION
    STANDARDS
    NATIONAL COUNCIL
    FOR THE
    SOCIAL STUDIES
    RST.6-8.1 / RST.9-10.1

    • Cite specific textual evidence to support analysis of science and technical texts

    W.6-8.1 / W.9-10.1

    • Write arguments to support claims, using valid reasoning and relevant and sufficient evidence
    MMS-LS1.A / HS-LS1.A

    • Structure and function

    MS-LS1.D / HS-LS1.D

    • Information Processing

    NCSS practices

    • Obtaining, evaluating, and communicating information / engaging in argument from evidence
    • Personal Health
    • Science and technology in society/Science and technology in local, national, and global challenges
    • 8. Science, Technology, and Society


    LESSON:

    CRITICAL-THINKING QUESTIONS:

    1. Describe how your brain changes as you grow. How can these changes affect your behavior or abilities?
      Answers may include that as you grow older, you develop and refine synapses (connections between neurons). These signal pathways allow you to learn, and they support your memory and emotions. Parts of the brain develop at different times. Specific regions of the brain are responsible for tasks such as movement, emotions, and critical thinking. As each region matures, it strengthens a person’s abilities in the tasks related to that region.
    2. Explain the purpose of the prefrontal cortex and the limbic system in the brain. Give examples of types of behavior or activities that are controlled by each of these areas.
      The prefrontal cortex is the area of the brain that is involved in critical thinking and decision making. This area may be active when someone weighs the pros and cons of a decision, tries to solve a problem, or plans for the future. The limbic system is involved in emotions and rewards. This area is active when a certain activity makes you feel sad or happy, such as spending time with friends.
    3. Why are teens more at risk for becoming addicted to drugs than adults? Support your answer with text evidence.
      Answers may include that people can become addicted to drugs because using them causes feelings of pleasure, which causes a release of dopamine in the brain. This chemical helps the brain remember the pleasurable experience. Over time, bursts of dopamine teach the brain to seek out drugs over any other rewarding experience. Teens are more at risk because the teen brain, which relies heavily on the reward center in the limbic system, is more sensitive to the effects of dopamine.


    WRITING PROMPTS:

    • Grades 6–8: Explain how the prefrontal cortex helps to reduce risk-taking.
    • Grades 9–10: The legal drinking age is 21. Do you agree with this policy? Cite text evidence to support your answer.
    • Grades 11-12: Parts of the teen brain are not yet fully developed. Explain why his can be harmful but also beneficial.


    PAIRED READING

    • “Addiction Is a Disease” blog post: March 29, 2016.
      This article describes how drugs can cause brain changes that lead to addiction.
    • Writing prompt: Cite text evidence from the “Addiction Is a Disease” blog entry to describe additional ways that drug addiction harms the brain. Also explain why addiction is considered a disease.


    Student Activity Sheet

    Answers:

    Multiple choice 1. c; 2. b; 3. d; 4. False; 5. b; 6. True; 7. a; 8. True.

    “Now Try This”:

    1. Answers may include that because the critical-thinking area of their brains is still developing, teens rely on the limbic system (involved in rewards and emotions) to make decisions. This may cause teens to make risky decisions that give immediate rewards. Teens’ limbic systems are also more sensitive to dopamine, which may cause them to crave drugs more than adults.
    2. Answers may include that the teen brain is still in development, so exposure to drugs can negatively affect a teen’s neural pathways. Positive experiences, like learning a skill, help the brain build new connections.
  • Lesson “Not Fit for Human Consumption”

    In recent years, there has been a rise in the number of health emergencies
    and overdoses related to drugs that are made illegally in laboratories.
    Synthetic drugs are created in these labs to mimic the effects of other,
    more commonly known substances, such as marijuana and prescription pain medications.
    But these unregulated drugs can be even more dangerous than their counterparts.
    In “Not Fit for Human Consumption” students will learn what synthetic
    drugs are and why they are dangerous. You can help students stay safe
    from synthetic drugs by sharing the article and paired worksheet,
    and teaching the lesson below.

    MATERIALS:

    Click below for printables and links to all the lesson materials for “Not Fit for Human Consumption”

    Lesson

    Download All Materials
    (PDF – 7 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Lesson Pages:

    • Lesson and Work Sheet Printable (PDF)
    • Work Sheet Printable Only (PDF)
    • Student Article/
      Informational Text (PDF)

    • Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    Adapted Lesson
    (4th-6th GRADE READING LEVEL)

    Download All Materials
    (PDF – 7 pages)

    Includes Lesson, Work Sheet, Student Article, and Vocabulary List

    Download Individual
    Adapted Lesson Pages:

    • Adapted Lesson and Work Sheet Printable (PDF)
    • Adapted Work Sheet Printable Only (PDF)
    • Adapted Student Article/Informational Text (PDF)

    • Adapted Digital Interactive Version of Student Article
    • Vocabulary List (PDF)

    See below to review the lesson plan.


    SUBJECT AREAS:

    Science Literacy, English/Language Arts, Health/Life Skills


    STANDARDS:

    COMMON CORE
    STATE STANDARDS
    NEXT
    GENERATION
    SCIENCE
    STANDARDS
    NATIONAL SCIENCE
    EDUCATION
    STANDARDS
    NATIONAL
    COUNCIL FOR
    THE SOCIAL
    STUDIES
    RST.6-8.1 / RST.9-10.1
    • Cite specific textual evidence to support analysis of science and technical texts
    MS-PS1.A / HS-PS1.A
    • Structure and Properties of Matter
    • Properties and Changes of Properties in Matter/ Structure and Properties of Matter • 4. Individual Development and Identity
    W.6-8.1 / W.9-10.1
    • Write arguments to support claims, using valid reasoning and relevant and sufficient evidence
    MS-LS3.B / HS-LS3.B
    • Information Processing
    • Personal Health • 8. Science, Technology, and Society


    LESSON:

    CRITICAL-THINKING QUESTIONS:

    1. Why might a synthetic drug pose more health risks than its more familiar counterpart? Use evidence from the text to support your answer. (Answers may include: Synthetic drugs made in illegal laboratories may have different chemicals that make them more powerful. There is no way to know what chemicals the drugs contain and in what amounts. The chemicals in synthetic drugs can have different or stronger effects on the body. For example, synthetic cannabinoids have a stronger effect on the brain than THC, the main active ingredient in marijuana.)
    2. Officials try to reduce the misuse of drugs by regulating their use and making them illegal. Why is this approach difficult with synthetic drugs? (Answers may include that the makers of synthetic drugs can add misleading labels to products, such as “Not Fit for Human Consumption.”)
    3. Why is it important to use only prescription medications that have been prescribed by a doctor and bought directly from a pharmacy? (Answers may include that medications such as pills bought on the street or online may be counterfeit. The effects of these medications can be unpredictable and may be deadly because they may contain hidden chemicals such as fentanyl.)


    WRITING PROMPTS:

    • Grades 6–8: Explain what a synthetic drug is and how it is different from the drug it is designed to mimic.
    • Grades 9–10: The article states that the effect of synthetic drugs is unpredictable. Use evidence from the text to support this statement.
    • Grades 11–12: The U.S. is currently experiencing an overdose crisis related to opioids. How might synthetic drugs play a role in this crisis? Use evidence from the text to support your answer.


    STUDENT WORKSHEET

    The worksheet accompanying this lesson includes fill-in-the-blank questions to reinforce comprehension of the article. It also includes a prompt for students to use the information they have learned to create a poster warning teens about the dangers of synthetic drugs.

    1. Answers–Part 1:
      1. laboratories; designed. 2. powerful. 3. Spice; K2; cannabinoids. 4. THC. 5. “bath salts.” 6. Counterfeit; fentanyl. 7. misleading. 8. addiction; overdose.
    2. Part 2:
      Each student poster, flyer, or meme should include elements that grab the reader’s attention, such as startling facts or statistics or eye-catching visuals. It should include facts about why synthetic drugs are dangerous and advice about how to stay safe.


    PAIRED READING

    • “Drug Facts: Spice” https://teens.drugabuse.gov/drug-facts/spice)

    • Writing Prompt: Explain the dangers of the synthetic drug Spice. Include why it may affect a person’s body differently than marijuana. Use text evidence from “Not Fit for Human Consumption” and “Drug Facts: Spice” to support your answer.

  • Stand Up Against Bullying

    The lesson and activities in this program will help students develop awareness and skills to help them respond to situations that involve bullying.

    Click below or scroll down for all the
    turnkey materials needed for this program.


     

    The National Institute on Drug Abuse (NIDA) and the Centers for Disease Control and Prevention (CDC) have joined Scholastic to develop this grades 6—12 health, life skills, and language arts poster/teaching guide that aims to prevent bullying as well as lower associated risks, such as substance abuse.

    While studies support the importance of preventing aggressive behavior among middle and high school students, they’ve also shown that children and youths who are bullied may suffer long-term negative consequences—including depression, anxiety, and an increased risk for alcohol and drug use. But it’s not only those who are bullied who may experience these consequences. Those who do the bullying—as well as bystanders—can also be affected.

    Bullying creates an unsafe environment for students. However, students can help prevent bullying by standing up and speaking out. The lesson, activities, and work sheets in this program will help students build skills they need to identify potentially harmful situations around them and to determine steps they can take to safely intervene if they see a peer in trouble. By learning how to take action, they can make a difference not only in someone else’s life—but they can help create a safer environment for themselves.

    Download This Poster/Teaching Guide (PDF)

    TOOL BOX
    COMPONENTS: Poster • Lesson and Activity • Work Sheets
    TOPICS: Bullying • Drug and Alchohol Use
    KEY OBJECTIVES:

    • Learn how to recognize situations that involve bullying.
    • Build awareness about the negative consequences of bullying, including an increased risk of drug and alcohol use.
    • Build an understanding about how a bystander’s behavior can impact bullying.
    • Build skills needed to help prevent bullying and safely intervene if someone is in trouble.
    KEY STATISTICS:

    • In a recent national survey, one in five high school students reported having been bullied at school in the prior 12 months. Sixteen percent reported having been cyberbullied.1
    • In a recent report, 25 percent of public middle schools reported that student bullying occurred at least once a week.2
    • Studies have shown that all children and youths involved in bullying—from those who are bullied to those doing the bullying and to bystanders—have a higher risk of mental health problems and addiction.3 These negative effects can last into adulthood.4
    RESOURCES:

    • Federal Partners in Bullying Prevention: StopBullying.gov
    • Prevent Bullying: cdc.gov/features/prevent-bullying
    • Understanding Bullying Fact Sheet: cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf
    • Cyberbullying Fact Sheet for Teens:
      teens.drugabuse.gov/blog/post/four-things-know-about-cyberbullying
    • Bullying Hurts. You can Help.: https://teens.drugabuse.gov/blog/post/bullying-hurts-you-can-help

    SUBJECT NATIONAL HEALTH EDUCATION STANDARDS5 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS6
    Health/Life Skills Standard 1: Comprehend concepts related to health promotion and disease. RI.1 Cite textual evidence
    English Language Arts Standard 2: Analyze the influence of family, peers, culture, and other factors on health behaviors. RI.2 Determine central idea and details
    Standards 4 & 5: Use interpersonal communication skills and decision-making skills to enhance health and avoid or reduce health risks. W.1 Write opinion texts
    Standard 7: Practice health-enhancing behaviors and reduce health risks. W.2 Write informative texts
    Standard 8: Advocate for personal and community health.

     

    LESSON & ACTIVITIES

    Time Required: Two 30-minute class periods plus additional time for optional reinforcement/wrap-up activity.

    Materials:

    • Classroom Poster (flyer-size version)
    • Classroom Poster (full-size version)
    • Work Sheet 1: “Bullying: Recognizing a Problem”
    • Work Sheet 2: “Bullying: Who’s Involved?”

     

    PART 1 | Poster Discussion

    Share with students the flyer-size poster or full-size poster and use it to engage students in a conversation about bullying. The questions and possible answers below 
may help to guide your discussion. You can revisit these after completing the activities:

    • What is bullying? (Bullying is a form of violence among two or more children/youths that can include physical attacks or emotional or social abuse, comprising verbal or written actions such as name-calling, teasing, threats, spreading rumors, or excluding someone from a group. Bullying is unwanted aggressive behavior that involves an observed or perceived imbalance of power and occurs repeatedly over time. Bullying may inflict harm or distress on the targeted youth.)
    • Who is impacted when a child or youth is bullied? How are they affected? (Those affected by bullying include the child or youth who is bullied, who may feel isolated and sad; the child or youth who bullies others, who may or may not feel bad about his or her behavior; and the bystanders, who may be scared that they will also become victims.)
    • Why is it important to stand up and speak up if you witness a peer who is in trouble? (The student may be afraid to ask for help. You could be the person who safely helps him or her get out of a harmful situation. You could help make your environment safer. You may help protect him or her from long-term consequences, including depression, anxiety, and addiction.)
    • Why do you think many students do not take action when they see another student being bullied? (Students may feel sad or scared. They may feel relieved that they are not being bullied. Bystanding students might not want to get involved in such harmful situations.)

     

    PART 2 | Activity – Bullying: Recognizing a Problem

    This activity presents students with scenarios that may or may not involve bullying, and helps them to pay attention to details or clues that may indicate a peer is in trouble.

    Step 1: As a class, quickly brainstorm a few situations that involve bullying. Ask students if they think bullying is always obvious. Could bullying sometimes look like friendly pranks? Refer to the step on the poster front “Take Notice” and discuss why it is important to be able to recognize bullying. (The first step in making a difference is recognizing that a peer is in trouble.)

    Step 2: Hand out the work sheet “Bullying: Recognizing a Problem” (PDF) and have students complete Part 1 of the work sheet in pairs.

    Step 3: When everyone is finished, summarize the key points that students discussed about how you can tell if a peer is being bullied or is struggling in other ways, such as with drugs and alcohol. (There are clues about whether a behavior is bullying, such as: if a group of students is isolating another student, or if messages are mean-spirited, or if one student is repeatedly the target of attacks, etc. It may be a clue that the behavior is not bullying if, for example, it is a one-time joke and the student who is at the center is good friends with the other students.)

    Step 4: Have students complete Part 2 of the work sheet individually and then discuss their answers. Together, make a list of safe actions that students can take when they see a peer in trouble (for example: alert a teacher; reach out to the student in trouble by inviting him or her to join a lunch table or an activity after school; avoid sharing harmful messages, etc.). Highlight the importance of reaching out to a trusted adult. Make a list of the adults at your school with whom students can talk, such as a guidance counselor. Find more advice for educators and students about bullying prevention strategies that have been shown to be effective at stopbullying.gov/what-you-can-do/index.html.

     

    PART 3 | Activity—Bullying: Who’s Involved?

    Step 1: During another class period, distribute the work sheet “Bullying: Who’s Involved?” (PDF) Have students read the descriptions of bullying participants, and then identify the participants in the illustration. (Answers are listed on the work sheet.)

    Step 2: Next, study the scenario in the illustration. Ask for volunteers to act out the individual roles in the scenario. One by one, discuss each of the roles. Ask the players to explain how they would feel in that situation. What are some specific impacts the situation might have in the short term and in the long term?

    Answers will vary, but some possible discussion points include:

    may feel powerful in the short term Student who bullies
    may or may not feel bad in the short or long term about the behavior because he or she bullied or did not help the victim Student who bullies; Follower; Silent bystander
    may turn to alcohol or drugs in the short or long term with the mistaken idea that it will make them feel happier All
    may feel sad or scared to witness frightening interactions Follower; Silent bystander; Defender
    may feel depressed in the short or long term from the bullying experience All
    may feel isolated and alone especially when other students don’t reach out to help Student who is bullied; Follower; Silent bystander; Defender
    may be scared that they will become a victim All
    may feel proud that he or she tries to help the victim Defender

    Step 3: Ask for a volunteer to read aloud the “Also Involved” section on drugs and alcohol. Discuss the “Think About It” questions as a class.

     

    PART 4 | Activity—Reinforcement/Wrap-Up

    As a class, discuss how bullying creates an unsafe environment in your school. According to the U.S. Department of Education, bullying can violate a student’s civil rights—or the legal right to freedom and equality. Discuss the anti-bullying policies in place at your school. Brainstorm ways you could help make your school a safer place. Some ideas might include signing a specific pledge that says you won’t bully other students or creating posters to inform students about the potential health risks of bullying. Then create the necessary materials to put your plan into action.

     

     


    1Centers for Disease Control and Prevention. Youth risk behavior surveillance—United States MMWR: (2016) “Youth Risk Behavior Surveillance—United States, 2015.”

    2Musu-Gillette, et al., National Center for Education Statistics: (2017) “Indicators of School Crime and Safety: 2016.”

    3Espelage, et al. (2010). Bullying in North American Schools, 2nd Edition.

    4Radliff, et al. Addiction Behavior: (2012) “Illuminating the relationship between bullying and substance use among middle and high school youth.”

    5CDC, National Health Education Standards, cdc.gov/healthyschools/sher/standards/index.htm.

    6CCSS, corestandards.org

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