00555-just think twice guide hi

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TheJust Think Twice teachers guide was developed by

Danya International, Inc., under a contract rom the Drug

Enorcement Administration (DEA), Purchase Order

Number DJDEA-HQ-06-0244(O). Maureen Bory served

as DEA Project Ocer.

Danya Inormation Technology Services and Solutions team

contributors include: Emily Glaeser, Documents Manager;

Suzanne E. Willis, Editor; and Kathleen A. Cooke, Quality

Assurance Specialist.

We are especially grateul to the ollowing teachers or their

insightul review o the teachers guide: Denise Castaldo,

Ph.D.; Lee Pittman; Kathryn Weber; and Laura Whitman.

Contributors

Kristen D. Holtz, Ph.D.

Principal Investigator

Danya International, Inc.

Liz Kroboth

Research Associate


Megan Northrup, M.A.

Research Associate


Greta Tessman

Project Director


Melanie Walter

Project Director


Jeff Owczarzak

Graphic Designer


JUSTT H IN KT W I C E


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T A BL E o f

CONTENTSAn Introduction to the Just Think TwiceProgram 1

How to Use This Program 1

Modules in the Just Think Twice Program 3

Components of Each Lesson Plan 4

Module 1:Just Think Twice About Drugs 6

Module 2:Drug Facts 10

Module 3:Costs to Society 14

Module 4:Facts & Fiction 20

Module 5:It Cant Happen to Me 26

Module 6:Stumble Weed 30

Module 7:Hot Topics 37

Module 8:Got Meth? 43


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5/512An Introduction to the Just Think Twice Program

Despite the advantages o group work, teachers should use their own judgment when deciding i this is the bes

approach. I you nd that working in groups is more o a distraction than an advantage, students may be better o

working alone. Most activities in this guide can be easily adapted to be completed by individuals.

Time Requirements

Most lessons require one 50-minute class period to complete, not including the end-o-module quiz. A ew exception

are clearly marked in each lesson as well as in the module descriptions on page 4. In addition, timerames or eac

activity are provided within the lessons. However, teachers should eel ree to spend more or less time on an activit

as they see t.

Understanding the Organization of the Website

The website is divided into seven main sections. These sections are always listed in the top, let corner menu

on every page on the website. Once you enter a main section, you see an introductory page and severa

subsections. Because the purpose o this website is to provide timely and relevant inormation about drugs, th

titles and content o the subsections may change rom time to time. For this reason, the teachers guide generallydoes not reer to the subsections by name. To acilitate teaching the lesson, we recommend that you look a

each main section beore conducting each lesson and make a list o the subsections included. Having this lis

available should make it easier to assign topics to each student or group, as well as help you keep track o what i

covered in each lesson.

Additional Information

Subsections are ound in the main

sections o the website (e.g., Costs

to Society). Clicking on one o the

subsections will bring up a page

about that subtopic. On the let side o

these pages, you typically have links

to websites that provide additional

inormation (see Figure 1). For example,

the subsection Drugged Driving,

includes links to campaigns that

educate students about this risk. Many

o the linked websites can also provide

valuable inormation or teachers. Itis recommended that you visit these

websites prior to the lesson, especially

i it is an unamiliar topic.

Other Tips and Suggestions

Brainstorming Web: Teachers can create a brainstorming web to help organize student responses. In th

technique, teachers draw lines between connected concepts, showing that they are related. For example,

students are brainstorming about the consequences o drugs, the teacher might draw a line between a genera

Figure 1: Finding Additional Inormation on theJust Think Twice Website



concept, like crime, and specic examples, such as thet or drug tracking. In turn, the word crime might be

connected to the word social consequences. Creating a web can prompt students to think o additional concepts

as well as to help them think about how these concepts are connected. This technique can also help students se

that they already know more than they may have realized about a particular issue. In addition, brainstorming web

are especially helpul or visual learners who need to see the connections to understand them.

Using a White Board or Newsprint Pad: Because this program relies heavily on classroom discussions, it i

important that all o the students are able to ollow these discussions. Many students are visual learners, an

hearing the discussion is not enough. However, these students will be better equipped to participate i yo

record key points on a whiteboard or newsprint pad. Similarly, we recommend writing down key terms and/or dicu

vocabulary. In addition, writing the instructions or each activity will help visually oriented students understand wha

is expected, as well as serve as a reerence or other students.

Teacher Learning: You may want to consider telling students when you learn something new rom the website o

through the lessons. Discovering that not even a teacher knows everything about drugs may help students eel mor

comortable talking about what they have learned. In addition, it may help students realize there is a lot that can b

learned through this program, which may increase their interest in the lessons and website.

Classroom Speakers: The website provides many pictures and stories o real people whose lives have bee

changed by drugs that are intended to help students understand the realities o drugs. This point can be made eve

more clearly i students have the opportunity to meet someone in person whose lie has been aected by drugs.

possible, arrange to have a speaker in your classroom at some point while teaching this program. Ideas or possibl

speakers include someone whose lie has been changed directly or indirectly by drugs, a researcher studying the

eects o drugs on individuals or society, or a law enorcement ocer.

Modules in the Just Think Twice ProgramThis program includes the modules listed below. It is recommended that you teach Module 1: Just Think Twice

About Drugs beore teaching any o the other lessons. In addition, we recommend that you teach Module 2: Drug

Facts second. The remaining modules may be taught in any order. I your time is limited, you also have the option

o choosing the modules that are most relevant or your students.

Module 1: Just Think Twice About Drugs

The purpose o this module is to increase student interest in learning more about the risks and consequences o

drug use. This module also introduces students to theJust Think Twice website and gives them a brie look at th

topics that are discussed.

Class time needed: 50 minutes on the day o the lesson.

Module 2: Drug Facts

The purpose o this module is to encourage students to learn the specic characteristics, eects, and risks o

dierent drugs. Through the activities in this lesson, students will learn inormation that will enable them to make

decisions that will help them stay healthy and sae.

Class time needed: Basic: 50 minutes on the day o the lesson. Advanced: 50 minutes on the day o the lesson (wit

homework), 20 minutes several days later.



Module 3: Costs to Society

The goal o this module is to increase awareness o the problems caused by drug use and to help student

understand that drug use is not a victimless crime. In addition, this module is intended to help students recogniz

that laws against drug use and drug tracking are important or protecting individuals and society as a whole.


Module 4: Facts & Fiction

The purpose o this module is to encourage students to question common myths about drugs by looking at act

that contradict them. This module also encourages students to look at the source o these myths and to think abou

who they can trust or inormation about drug-related topics.

Class time needed: Basic: 50 minutes on the day o the lesson. Advanced: 5 minutes 3 days prior to the lesson (wit

homework), 50 minutes on the day o the lesson.

Module 5: It Cant Happen to Me

The goal o this module is to vividly illustrate the negative consequences o drug use and to encourage students t

think about how using drugs can aect their goals or the uture. In addition, this module encourages students t

think about what they can do to protect themselves rom risky situations involving drugs.


Module 6: Stumble Weed

The goal o this module is to teach students about the way marijuana aects the brain and body, and how thes

eects can impact a persons ability to accomplish tasks such as driving or ocusing on school work. This module

also challenges students to question common myths related to marijuana.


Module 7: Hot Topics

The purpose o this module is to educate students about the latest news and inormation relating to drugs, and t

increase student awareness o reerences to drugs in the media. This section is updated requently and include

articles on the latest newsworthy drug topics.

Class time needed: 35 minutes on the day o the lesson, 20 minutes 1 week later.

Module 8: Got Meth?

The purpose o this module is to teach students about the eects o methamphetamine on the body and the hig

possibility o addiction. In addition, this module increases student awareness o the societal problems caused b

methamphetamine.


Components o Each Lesson Plan

Introductionintroduces each topic and explains why it is important to discuss it with students.

Learning Objectiveslists the objectives o each lesson. Ater completing the lesson, the students should be abl

to achieve the goals stated by the objectives.

Materialslists the materials that teachers should have available or use in each lesson.



Preparationdescribes what teachers should do to prepare or each lesson.

Introductory Discussionprovides instructions or leading a discussion that introduces students to each topic

This section is written to encourage student participation instead o providing points or lecture by the teache

Teachers should allow approximately 5-10 minutes or this discussion.

Activityprovides step-by-step instructions or conducting two activities that challenge students to use th

website in dierent ways. Each lesson provides abasic andadvanced activity. Teachers can choose either activity

depending on the needs and abilities o their students. Most activities require 30-35 minutes o class time.

Concluding Discussionprovides a list o questions to ask the class ater they complete the classroom activity

These questions challenge students to think about the key points or each topic and structure integration o

the learning rom the lesson into a cohesive whole. Teachers should allow approximately 5-10 minutes or thi

discussion.

Assessmentprovides points or observation by the teacher to determine i the students beneted rom th

lesson.

Extensionsincludes two extension activities that reinorce and expand on the concepts taught in each lesson

These activities incorporate other subject areas, such as art or math.

Quizlocated at the end o each module to be used to assess student knowledge. You should decide which

questions are appropriate or your class based on time constraints and ability level o students.


9/516Just Think Twice About Drugs

Module 1Just Think Twice About Drugs

Introduction

Unortunately, some teens just dont want to hear about drug use. They may be overwhelmed by the amount o

inormation they have heard already, or they may be tired o being told that drugs are bad without a very detaile

explanation o why.

To eectively teach students about the risks and consequences o drug use, it is important that they develop

genuine interest in the topic. This can be accomplished by allowing students to have a chance to share their ow

thoughts and opinions, and to explore new inormation in their own way. In short, students need to come to the

own conclusion that drugs are an important topic, worthy o attention.

This module is an introduction. Its purpose is to increase student interest and engagement in the topic o drugs. Th

module also introduces students to theJust Think Twice website and gives them a brie look at the topics that w

be discussed as your class moves through the program.

Learning Objectives

Ater completing this lesson, students will be able to:

List at least our interesting acts rom theJust Think Twice website

Provide at least two pieces o evidence that it is important to be inormed about drugs

Materials

You will need the ollowing materials or this lesson:

Computers with Internet access

Paper and pencils

Whiteboard or newsprint pad

Preparation

Prior to the lesson, be sure to browse the Just Think Twice website. Familiarize yoursel with the gener

contents o each section to get a sense o the material covered. This website is located at www.justthinktwice.com

Introductory Discussion (10 minutes)

Begin the class by asking students to list all the drugs they know about. Record their answers on a whiteboard o

sheet o newsprint. What have they heard about these drugs? Do most people see them as sae or dangerous?

Explain to the students that there is a lot o inormation in the world about drugs, but not all o it is accurate. On

source that provides accurate and timely inormation about drug use is a website called Just Think Twice. Th

website was created by the Drug Enorcement Administration, also called the DEA. The DEA is the part o ou

government that enorces drug-related laws that protect individuals and society as a whole. The DEA als

educates people about the risks o drug use. They created this website as a resource specically or teens, and it i

intended to help students make healthy choices based on accurate inormation. The purpose o todays class is t

see the type o inormation that this website contains and to think about the importance o becoming more inorme

about drugs.



Activity Procedure (35 minutes)

For this part o the activity, students can work individually or in groups. Instruct students to browse the website o

5-10 minutes. Students should write down one act they nd particularly interesting or compelling.

Ask students to share the act they chose with the class. Then ask students why they chose that act. What make

it so interesting or compelling? Is it important or teens their age to know? Why or why not?

Next, divide students into groups and challenge them to imagine they are in charge o a campaign that teache

teens about the risks and consequences o drug use. This campaign can teach about drugs in general or ca

ocus on a specic issue, such as drugged driving or prescription drug abuse. Challenge each group to invent

new slogan or their campaign. Provide students with examples o actual slogans, such as Just Say No, Abov

the Infuence, or Whats Your Anti-Drug? Students can use the acts they gathered rom the website or th

introductory discussion as inspiration. Tell students that the class will vote on the best slogan. Students shoulspend approximately 15 minutes on this part o the activity.

Aterwards, ask each group to share their slogans. Record each o them on a whiteboard or piece o newsprint. The

have the classroom vote on the best slogan. I you eel the winning slogan is appropriate, write it in a prominen

location that students will be able to see. I possible, keep the slogan on display in your classroom while you teac

theJust Think Twice program.

Optional: Award a prize to the group with the best slogan. Food is always a hit, or you could consider special

privileges or the winning group. Be creative with your rewards!

Concluding Discussion (5 minutes)

Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson.

Do you think that learning about the risks and consequences o drug use is important? Why or why not?

In your opinion, which o the topics on the website are the most interesting? Which are the most relevan

to teens?

Conclude the lesson by telling students that over the next ew class sessions, they will be exploring the Jus

Think Twice website in more detail. Explain that they will be participating in activities that may challenge the

perceptions o drugs, and that will provide them with inormation that can help them make inormed decisions relate

to drug use.

Assessment

As the students participate in the activity and discussions, look or evidence o the ollowing:

Are students interested in what the website says about drug use?

Do students understand that being inormed about the risks and consequences o drug use is importan

and valuable?



Extensions

The activities listed below reinorce and expand on the concepts taught in this lesson, and they connect to othe

areas o the curriculum.

Language Arts Divide students into groups and have each group work together to create anacronym o the phrase drug abuse, in which each letter o the words in the phrase

stands or a consequence o drug use. For example:

Drugged driving

Risky behaviors

Unullled goals

Grades drop

Addiction

Bodily harm

Users children neglected

Student loans lost

Environmental damage

Share a ew o these words or phrases with students as examples. Instruct students

to use what they learned in this lesson to think o possible consequences o drug

abuse that start with each letter. Aterwards, ask each group to present their acronymto the class.

Art Have students design a poster that highlights the slogan they created during the

lesson. Display the posters in your classroom or in the halls o the school so that

other students in the school can see them.



1. List our interesting acts rom the Just Think Twice website.

1)

2)

3)

4)

2. Should teens learn about the risks and possible consequences o drug use? Why or why not? Provide two reasons

and justiy your answers.

Module 1 QUIZ


13/511Drug Facts

Module 2Drug Facts

Introduction

Drugs is a catch-all term that may mean dierent things to dierent people. Technically dened, a drug is any

substance that changes the way the brain and body work. Oten, we dierentiate between harmul drugs and

helpul medicines; sometimes, we orget that substances that are legal or adults, like alcohol and tobacco, can sti

be dangerous drugs.

To help students make inormed decisions about drug useor to talk to others about why drugs are dangerousi

is important to guide their knowledge beyond a general discussion o drugs and to teach them in greater deta

about common drugs o abuse.

The purpose o this module is to encourage students to learn the specic characteristics, eects, and risks o

various drugs. Through the activities in this lesson, students will learn inormation that will enable them to make

decisions that will help them stay healthy and sae.

Learning Objectives


Compare and contrast harmul drugs and helpul medicines

Understand that prescription and over-the-counter drugs are dangerous when taken outside o the

intended use

Compare and contrast eects and risks o dierent drugs

List at least ve acts about the drug(s) they are assigned in this lesson

Materials

You will need the ollowing materials or this lesson: Computers with Internet access

Paper and pencils


Preparation

Prior to the lesson, be sure to read the section o the website titled Drug Facts, including the subsections on eac

topic. This section o the website is located at www.justthinktwice.com/drugacts/.


Ask students to brainstorm on ways that drugs can dier rom one another. Make sure that students understand the

ollowing actors:

Each individual drug has its own unique eects and, as a result, its own risks.

Drugs may be used in dierent ways (such as injecting or smoking), and these dierences change th

risks involved.

Some drugs are always illegal, but other drugs may be legal or adults or when prescribed by a doctor.

Tell students that the purpose o todays lesson is to learn more about individual drugs, their eects on the brain an

body, their legal status, and their risks by participating in activities centered around theJust Think Twice website.


14/511Drug Facts


Divide students into groups and assign each group one or two drugs covered in this section o the website. Mak

sure to assign OTCs (over-the-counter drugs), inhalants, steroids, ecstasy, marijuana, methamphetamine, and an

drugs that you eel are important topics at your school.

I you plan to teach Module 6: Stumble Weed (marijuana) or Module 8: Got Meth? (methamphetamine), you

may want to avoid assigning these drugs or this lesson.

Instruct each group to search the section o the website or the assigned drug(s) and then make a list o 1

statements, which are either True or False. For example, a list or PCP might include the ollowing statements:

Is always taken orally (False)

Was originally used as a veterinary anesthetic (True)

Is sometimes called X (False)Oten causes users to eel detached rom their surroundings (True)

Ater the groups have developed their lists, have them challenge other groups to guess whether these statement

are True or False. You could consider playing a game show with this inormation, keeping score o which group

guess True or False correctly. Make sure that each group is exposed to inormation about dierent types o drugs

through this activity. For instance, a group assigned to heroin could challenge a group assigned to OTCs during the

game show.

Day o the Class (40 minutes)

Divide students into groups and then assign each group a drug covered in this section o the website. Make sure to

assign OTCs (over-the-counter drugs), inhalants, ecstasy, steroids, and any drugs that you eel are important topic

at your school.

The assignment will be or each group to produce a magazine or their assigned drug. Instruct the students to look at th

Got Meth? and Stumble Weed magazines on the website or ideas on how to present the inormation. Have all o th

students research the inormation, but each student should have a specialized job, such as writer, editor, artist, etc

By the end o this part o the class, students should have looked at the example magazines on the website, amiliarizethemselves with their assigned drug, and decided what tasks each group member will be responsible or.

Explain to students that this project is more time consuming than some o the other activities, so they will need t

spend about an hour working as a group outside o class to actually put the magazine together. Assign a due date

or the nished magazines.


15/511Drug Facts

Several Days Later (10 minutes)

During the class period on the assigned due date, have each group show their magazine to the class and presen

some o its key acts or points in an oral presentation. Encourage the other students to ask questions. I possible

make copies o all the student-made magazines so that each student has a ull set or uture reerence.


Ask the ollowing questions to lead a discussion among students about the main points covered in this lesson:

Which acts did you nd most interesting or surprising? Which drug did you know the least about?

Did you discover that anything you had heard beore about drugs was inaccurate?

What are the key dierences between drugs that are always illegal and drugs that are only legal a

medicines? Do you think that both types o drugs can be dangerous?

Assessment


Do students understand that drugs dier rom each other in important ways?

Do students recognize that, despite their dierences, all drugs are dangerous?

Do students recognize that medicines such as prescription and OTCs (over-the-counter drugs) can b

dangerous drugs when used incorrectly?

Did the activities or discussions change anyones opinions?

Extensions



Social Studies,

History

Divide students into groups and assign each group a drug rom theJust Think Twice

website that you did not assign in the main activity. Have each group research the

history o this drug and prepare a timeline that shows the origins o the drug and

time points o interest, such as important discoveries about the drug or when it

became a controlled substance. Have students present the main points o interest to

the class and then display the timelines in the classroom.

Language Arts Have students create their own crossword puzzles using the inormation on the

Just Think Twice website. You can either assign each student to a particular drug

or allow them to use the entire Drug Facts section. Each puzzle should include a

minimum o 8-10 words or phrases. Students can use the Discovery Schools

Puzzlemaker to put their puzzle together (http://puzzlemaker.school.discovery.com)

Ater students arrive at this website, instruct them to select Criss-Cross Puzzle

rom the dropdown menu.


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17/511Costs to Society

Module 3Costs to Society

Introduction

As an adult, you probably hear many stories o how drugs aect our societytragedies such as deaths resultin

rom drugged driving, animals being used or drug tracking, and children being abandoned by drug-addicte

parents. The costs o drug use are apparent in the media and in our communities.

Sometimes, though, these issues arent discussed in a detailed or nuanced way. As a result, many people, teen

included, believe that drug use is a victimless crimemeaning it only hurts the actual user. Oten this belie i

paired with the idea that its unair to punish drug users with legal consequences like jail time or nes; ater all, the

arentreallyhurting anyone. However, in reality, the negative eects o drug use go ar beyond the user; drug us

aects other individuals, amilies, the environment, and society in general. The purpose o this module is to increas

awareness o the problems caused by drug use and to help students understand that it is not a victimless crime

In addition, this module is intended to help students recognize that laws against drug use and drug tracking ar

important or protecting individuals and society as a whole.

Learning Objectives


Dene the term victimless crime

List at least three ways in which drug use negatively aects other individuals or society as a whole

Provide evidence that laws against drug use are important or protecting individuals and society a

a whole

Materials



Paper and pencils

Markers

Posterboard

Colored construction paper

Scissors


Preparation

Prior to the lesson, be sure to read the section o the website titled Costs to Society, including the subsections oeach topic. This section o the website is located at www.justthinktwice.com/costs/.


Begin the lesson by asking students to raise their hands i they have heard the phrase victimless crime. Ask i an

o the students can provide a denition. Make sure they understand this is the term or a crime that only hurts th

person doing it and thereore has no victim.

Ask students to raise their hands i they think that drug use is a victimless crime. Then ask i anyone in the clas

can think o evidence that contradicts this idea. Can anyone think o ways that others might be hurt by drug use



Examples might include car accidents caused by drugged driving, crimes committed by drug users, or neglecte

children o drug users.

Tell students that the purpose o todays class is to look at some o the ways that drugs aect other individuals and

society in general by participating in activities centered around theJust Think Twice website.


Divide students into groups and assign each group one o the costs to society listed on the website.

Instruct each group to read the section o the website or their assigned topic. While reading, the group shoul

choose our or ve acts or statistics and use them to design a poster or brochure to raise awareness o the problem

Students should spend approximately 15-20 looking at the website, and 15-20 minutes designing their brochur

or poster.

Have the groups spend a ew minutes walking around the class to look at the other groups completed brochures o

posters. Ater the class is over, display the posters or brochures where other students in the school can see them

Additional Materials and Preparation

Make a copy o the Drugs in Society Worksheet (located at the end o the module) or each group.


Divide the students into our or less groups and assign each group one o the ollowing drugs: cocaine, marijuana

methamphetamine, or heroin/opium (opium is used to produce heroin).

Instruct each group to browse the Costs to Society section o the website, and use the inormation provided to

complete the worksheet. This worksheet includes a space or students to write how their assigned drug aects th

user, other individuals, amilies, the environment, and society in general. Tell your students that the website doe

not list eects or every area o society or each drug, but they should try to nd as much inormation as possible

Students should spend approximately 15-20 minutes on this part o the activity.

Ater students have had a chance to explore the website, have them make a poster highlighting the eects o eacdrug. They can use the same ormat as the worksheet or their poster, or they can come up with their own design

Display the posters where other students in the school can see them.



Were you surprised to learn about the broad range o eects that drug use has on other individuals, and o

society as a whole? Which acts did you nd most interesting or disturbing?

Based on what you learned rom the website, do you think drug use is a victimless crime? Why or why not?


19/511

Does what you learned today aect your opinion about whether drugs should be legal? Do you think tha

laws relating to drugs are important or protecting individuals and society as a whole?

Assessment


Are students using the inormation on the website to evaluate the eects o drug use that go beyonthe user?

Do students understand the importance o laws that are intended to protect society rom the eects o

drug use?

Did the activities or discussions change anyones opinion?

Extensions



Social Studies,

Language Arts

Have students use the Drug Log Sheet (located at the end o this module) to record

the stories they hear about drugs on the news, radio, or Internet or a week. For each

story, the student should record the negative eects o drug use on the user/dealer,

other individuals, the environment, and society in general. Ater a week, encourage

students to discuss their ndings by asking questions such as: Did you notice any

common themes in the stories you collected? Do any drugs in particular seem to

have ar-reaching eects? How do your observations change your opinions abou

drug use?

Math Have students search the website or the Internet or statistics about the cost o

drugs on society. Then have them present the statistics in a graph or chart. For

example, students could make a pie chart that shows the percentage o tax

money that goes to drug-related problems, as compared to the amount that goes to

education and healthcare.

Social Studies Assign each student one o the prominent drug trackers listed in the Terrorism

subsection o the website: www.justthinktwice.com/costs/Terrorism.cm.

Instruct them to read the inormation in this section, as well as research their

assigned drug tracker on the Internet. Have students use the inormation they nd

to develop a timeline that includes major events in this persons lie: major crimes

committed, organizations they became involved in, time spent in prison, and any

other points o interest. Students should write a summary o how the persons crimes

aected his home country and include this as a caption or the timeline.

Note: The answer to question 1 o the quiz is b.

Costs to Society



Drugs in SocietyWorksheet

Fill in each section o the chart to show how your assigned drug aects dierent areas o society.

Society

Environment

Other Individuals

Families

User


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1. What is the denition o the term victimless crime?

a) A crime that only destroys property, such as cars or buildings; nopeople are physically harmed.

b) A crime that supposedly only hurts the person committing the crime, such as suicide.

c) A crime that is committed against someone that is supposedly or a persons own good, such as stealing

something rom someone that they might use to hurt themselves.

2. List at least three ways in which drug use can negatively aects other individuals or society as a whole.

1)

2)

3)

3. How can laws against drugs protect individuals and society as a whole? Give one example.

Module 3 QUIZ


23/512Facts & Fiction

Module 4Facts & Fiction

Introduction

As you listen to the radio, talk with others, or watch TV, you will notice that there are many messagessometime

contradictoryabout drugs. These messages oten tell us how drugs aect individuals, communities, and society

what the risks or supposed benets are; and how common or easy to obtain they are.

As a teacher, you are a key source o inormation about drugs or your students. Not only does your role includ

providing accurate inormation about the eects o drugs on the brain, body, and society, but it also include

correcting misinormation teens might have.

Many myths about drugs are commonly accepted as act. The purpose o this module is to encourage student

to question these myths by looking at acts that contradict them. This module also encourages students t

look at where these myths come rom, and to think about which sources they should trust or inormation abou

drug-related topics. Working together, you and your students can learn the truth about drugs, enabling students t

make healthy decisions in the uture.

Learning Objectives


List some o the common myths related to drug abuse

Compare and contrast the myths with the acts that dispute them

State two reasons why these myths are so widely believed

Identiy at least two sources that can be trusted to provide accurate drug-related inormation

Materials



Paper and pencils


Preparation

Prior to the lesson, be sure to read the section o the website titled Facts & Fiction, including the subsections o

each topic. This section o the website is located at www.justthinktwice.com/actction/. Each subsections act/ctio

should be included as topics or discussion.


Begin the lesson by asking students to raise their hands i they think the ollowing statements are true. Rea

each statement and take a tally o how many students agree. Record their responses on a whiteboard or shee

o newsprint.

Marijuana is medicine.

Marijuana is harmless.

Legalizing drugs would solve a lot o problems in our society.

Most teens use drugs.



Our jails are ull o people who were arrested or using drugs.

Its impossible to win the war on drugs.

Explain to your students that some people accept these statements as truth without having thought about them

However, this doesnt mean they are true.

Tell students that the purpose o todays class is to think critically about some o these belies and to learn mor

accurate inormation by participating in activities centered around theJust Think Twice website.


Divide the students into groups and assign each group one o the acts/ction listed on the website.

I you plan to teach Module 6 (Marijuana), you may want to avoid assigning myths related to marijuana duringthis lesson.

Instruct each group to rst read the section o the website or their assigned topic, and then to write down the thre

most compelling or surprising acts or arguments they discovered. Students should spend approximately 15-2

minutes on this part o the activity.

Ask each group to present these acts or arguments to the class. Each group should also tell the class whethe

they agree with the act/ction they were assigned, now that theyve had a chance to learn more about it. Giv

classmates an opportunity to ask questions about the topic o the group presenting. Be amiliar with the inormatio

on the website so that you are prepared to step in to provide clarication in case the group presenting is not sur

what to say.


Make ve copies o the What Do You Think? survey (located at the end o the module) or each student.

Three Days Prior to the Lesson (5 minutes)

Give students the surveys and instruct them to ask ve o their riends or classmates to ll them out. Explain tthe students the importance o condentiality and privacy; survey participants should old up the survey beor

returning it, not put their name on it, and students should not look at any o the answers until theyve received a

ve completed surveys. Alternatively, you can ask students to have their riends put their completed surveys in

drop box in your oce.

One Day Prior to the Lesson

Have students tally their ve responses on a separate sheet o paper, writing the number o riends who selected

each answer. Students should return their tallied responses to you.


25/512

Aggregate the responses and, i possible, create a graphic representation, such as a pie chart, bar chart, or tall

sheet (Microsot Excel provides an easy way to create charts).

On the Day o the Lesson (30 minutes)

Show students the chart or tally sheet o the responses to the survey, and ask them what they think o the results

Did the responses dier rom what they expected? Do the responses confict with their own opinion?

Explain that the purpose o todays class is to think critically about some o the common belies related to drugs b

looking at theJust Think Twice website.

Divide the students into groups and assign each group one o the acts/ction listed on the website. Assign topic

based on the results o the poll at the beginning o the lesson and the tallied results o the surveys; choose topic

that relate to the myths that are most commonly believed by students. Urge each group to learn what the websit

says about their assigned topic and to record at least three or our key points on a piece o paper. Students should

spend approximately 15-20 minutes on this part o the activity.

I you plan to teach Module 6 (Marijuana), you may want to avoid assigning myths related to marijuana during

this lesson.

Ask students to refect on the results o the survey in reerence to their assigned section o the website. Do mos

o the survey respondents have accurate perceptions? Did the inormation rom the website change their ow

perceptions or make them want to learn more about the topic? Each group should share their observations with the

class.



Were you surprised by the inormation on the website? Does it change the way you think about drug-related

issues?

Why do you think myths about drug-related issues are so widely believed? Where does this inormatio

come rom? Do media, such as movies or TV, sometimes promote these myths? What about peers?

Which sources can be trusted to provide accurate drug-related inormation? Which sources may be les

reliable?

How can misconceptions o drug-related issues be corrected? What is the best way to communicat

accurate inormation to the general population? To teens? Why might this be an important goal?

AssessmentAs the students participate in the activity and discussions, look or evidence o the ollowing:

Are students using the inormation on the website to think critically about myths related to drug use?

Do students understand that some sources, such as the media or peers, do not always provide the whol

story about drug-related issues?

Did the activities or discussions change anyones mind?

Facts & Fiction


26/51


27/51



1. List two o the common belies discussed on theJust Think Twice website.

1)

2)

2. List one act that contradicts each o these belies.

1)

2)

3. State two reasons why these belies are so widely believed.

1)

2)

4. What is one source that you think can be trusted to provide accurate inormation about drugs?

Module 4 QUIZ


29/512It Cant Happen to Me

Module 5It Cant Happen to Me

Introduction

Some peopleespecially teensbelieve that trying drugs is just a normal part o growing up. Its somethin

everyone does, or a harmless right o passage.

In act, most teens dont use drugs. And what some teens dont realize is that drug useeven occasional use o

experimentationcan have very harmul consequences.

Drugs can change a persons lie and destroy uture opportunities. The goal o this module is to vividly illustrate th

negative consequences o drug use. Helping your students understand that they risk both their goals or the utur

and the opinions o others will help them make better decisions or themselves. In addition, this module encourage

students to think about what they can do to protect themselves rom risky situations involving drugs.

Learning Objectives

Ater completing this lesson, students will be able to:Identiy at least three o the possible consequences o drug use

Provide evidence that these consequences could interere with their plans or the uture

List two ways to protect themselves rom risky situations involving drugs

Materials



Paper and pencils


Preparation

Prior to the lesson, be sure to read the section o the website titled It Cant Happen to Me, including th

subsections on each topic. This section o the website is located at www.justthinktwice.com/itcant/.


Begin the class by explaining to students that some people believe its okay to try drugs, just as long as its only

ew times. Ask students to raise their hands i they have ever heard this opinion.

Ask students i they can think o any possible negative consequences o drug use. Examples may include overdose

testing positive or drugs at school, or changes in the brain. Ask the students whether these things can happen eve

i its a persons rst time trying drugs.

Tell students that the purpose o todays class is to learn about some o the possible consequences o drug use b

participating in activities centered around theJust Think Twice website.




Divide students into groups and assign each group to one o the scenarios in this section o the website. Whe

assigning scenarios, be sure to select situations that can be avoided in multiple ways. The best choices are

probably you are high and drive, your drink is drugged, and your riend ODs.

Because date rape and acquaintance rape can be sensitive subjects, use your best judgment in deciding

whether to assign the topic Your Drink is Drugged. Some students may not be aware o this risk and may

require a discussion o the associated topics o what date/acquaintance rape is, the importance o consenting

to sex, and why a person is oten unable to give consent while using drugs or alcohol.

Instruct each group to read their assigned section o the website and then to think about the ollowing questions:

How could the scenario have been avoided?

What time points in the story would have allowed or a dierent, or better, decision?What could that decision have been?

What could a person do i they nd themselves in a similar situation?

Each group should record their thoughts on a sheet o paper. Students should spend approximately 15 minutes o

this part o the activity.

Have each group share their thoughts with the rest o the class. Ask the rest o the class to share any additiona

solutions they think o or each scenario.


Ask students i any o them have seen any public service announcements (PSAs) on television relating t

drug use. Examples could include PSAs rom the Truth Campaign and the Above the Infuence Campaign

I the students seem unamiliar with PSAs, have them view some rom the Anti-Drug Campaign online

at: www.mediacampaign.org/mg/television.html. Ask them what they think o the PSAs theyve seen. Were the

eective? What do they think worked well? What didnt? Why?

Divide students into groups and assign each group to one o the scenarios in this section o the website. Instruc

each group to read their assigned section and then brainstorm ideas or a PSA that would communicate this risk

Ask them to think o what approach they would take (e.g., a dramatization, animation, fashing images or text). Also

ask them to think about what kind o visuals they would use, what text and voiceovers should be added, and wha

music or sound eects would have the biggest impact. Have them record their ideas on a piece o paper. Student

should spend approximately 15-20 minutes on this part o the activity.

Have each group present their ideas to the class. Their presentation should include a description o their assigned

scenario and their vision o a PSA that would educate people about this risk. I there is time, allow classmates to

provide eedback about which elements o the PSA would work best and how the idea might be improved.


31/512



Do the risks identied on the website change your perceptions o the saety o drug use? Were there risk

discussed that you didnt know about?

What are the long-term consequences o some o these risks? How might they interere with a persons

goals or his or her lie?In light o all the things that can occur with drug use, do you think trying drugs is sae? What would you sa

to a riend who told you that they wanted to try a drug just once?

What are some strategies or avoiding scenarios where drugs are involved? How should you respond i yo

ever nd yoursel in a situation where the people around you are putting themselves at risk with drug use?

Assessment


Do students understand that drug use is a risky behavior that has the potential to interere with the

uture plans?

Do students understand that to protect themselves rom drug-related risks, it is important to avoid risky

situations as much as possible, as well as to learn how to respond to these situations appropriately?

Did the activities or discussions change anyones mind?

Extensions



It Cant Happen to Me

Drama, Art I students participated in the advanced activity, they can act out the PSAs

they conceptualized. Alternatively, students can create storyboards or their PSA

Storyboards are like a comic strip that shows the sequence o shots that will be

included in a movie or TV program. Each storyboard should show the setting (e.g., a

park or a room), the characters, and the dialogue or each shot. You can use a quick

Internet search to locate examples o storyboards.

Language Arts Instruct each student to nd a story o someone whose lie has been changed by

drug use. Students can look in newspapers, magazines, or the Internet. Students

should write a report summarizing what happened and what various people involved

in the incident could have done dierently to change the outcome.



1. List three o the possible consequences o drug use that are listed on theJust Think Twice website.

1)

2)

3)

2. Pick one o the consequences you listed above and explain how it can interere with someones plans or the uture.

3. What are two ways that teens can protect themselves rom risky situations involving drugs?

1)

2)

Module 5 QUIZ


33/51


34/513Stumble Weed

Ben is an eighth grader at Centerville Middle School. In sixth and seventh grade, he played baseball or the

school and still brought home As and Bs on his report cards. This year, Ben decided he doesnt want to play

baseball anymore, and his grades are dropping. He has also stopped spending time with Keenan and Erin,

his best riends since frst grade. Bens parents are concerned about his alling grades and the new group o

riends he hangs out with. Then one aternoon, as Bens mom is putting away his laundry, she sees a bag o

marijuana in his drawer. Bens parents decide to sit down with him that night at the kitchen table. When his

parents ask him whether hes been using marijuana, Ben responds by saying that its totally harmless and all

his riends are doing it. He also tells his parents it really helps him relax and blow o steam.

Divide students into groups and tell them that they will have a chance to role-play the above scenario. Instruc

students to review the Stumble Weed magazine and to use the inormation provided to decide what Bens parent

should say to him. For this activity, students can ocus on the ollowing sections o the website:

Pages 2 and 3 o the Just a Plant section

Page 1 o the Extreme Grades section

Page 1 o the Totally Lame section

Ask students to write down the three most important points they think his parents should make so that they can us

them in the role-play. Students should spend approximately 20 minutes on this part o the activity.

Ater students are nished recording their answers, have each group act out the scenario. Make sure th

students understand that this is a serious role-play; i a group begins to goo o, they will be asked to stop

Ater each group has given their presentation, discuss as a class what went well and what could have gone bette

in each o the acted-out discussions.


Make a copy o one o the three memo worksheets (located at the end o the module) or each studen

or group.


For this activity, students can work individually or in groups. Tell the students that their assignment is to prepar

a memo or one o the ollowing proessionals: a psychologist, a teacher, or a lawyer. Explain to the students tha

these proessionals are interested in learning more about how marijuana is related to their elds:

The psychologist would like to know more about Marijuana & Mental Health.

The teacher would like to learn more about Marijuana & School.

The lawyer wants more details on Marijuana & the Law.

Each topic area o the memos has a corresponding webpage. Make sure students explore the webpage and eac

o the Learn More links or their assigned topic. The inormation relevant to this assignment is located in the

ollowing sections o the Stumble Weed magazine:

Marijuana & Mental Health: Page 3 o the Just a Plant section

Marijuana & School: Page 1 o the Extreme Grades section

Marijuana & the Law: Page 5 o the Just a Plant section


35/513

Ater explaining the activity to students, give each student or group a copy o the memo worksheet or the

assigned topic. Tell them to visit the web address provided at the bottom o their worksheet to learn more abou

their assigned topic. Instruct students to use bullet points to get the key points across. Students should spen

approximately 20 minutes on this part o the activity.

Aterwards, ask each group to present a summary o the key points rom their memos. I students worked individually

have one student rom each proession present. Allow other students to share their summaries i there is time.



Did you learn anything new rom the website? Does it change the way you think about marijuana?

Were you surprised to learn that marijuana can aect the ability to accomplish tasks such as driving o

paying attention in school? Can you think o any other tasks that marijuana might impair?

Based on what you learned rom the website, do you think marijuana should be legalized? What criteri

should the government use in deciding whether a drug should be legal?

Assessment


Are students using the website to think critically about the eects o marijuana?

Do students understand that marijuana is a dangerous drug that has negative eects on the body?

Did the activities or discussions change anyones opinions?

Extensions



Stumble Weed

Language Arts Ask students to make a list o 8-10 key words that relate to marijuana using the

Stumble Weed magazine. Example words might include: chemicals, dangerous

drugged, pot, THC, and memory. Have students create their own word search

using the word list they created. I available, graph paper will help students create

evenly spaced word searches, which should be approximately 15 letters in length

and width. On the same paper, students should include a list o the words they used

in their puzzle. Ater students have completed their squares, have them exchange

their word searches with other students and challenge them to nd all the words.

Language Arts,

Social Sciences

On a piece o paper, have students draw a two-column chart. Instruct students to

label the columns Everything I Heard About Marijuana and Everything I Learned

About Marijuana. In the rst column, ask students to write down everything they

have heard about the drug rom riends, older siblings, parents, TV, or music. In the

second column, encourage students to remember what theyve learned rom the

lesson and website. When theyve nished with both columns, instruct students to

circle anything in the Everything I Heard column they ound out is true rom the

lesson and website, and to cross out anything they ound out is false.


36/513

MEMORANDUM

TO: Teacher

FROM: Researchers

SUBJECT: Marijuana & Mental Health

FINDINGS:

SOURCE:

Just Think Twice website

http://www.justthinktwice.com/stumbleweed/home.html


37/513

MEMORANDUM

TO: Psychologist

FROM: Researchers

SUBJECT: Marijuana & School

FINDINGS:

SOURCE:




38/513

MEMORANDUM

TO: Lawyer

FROM: Researchers

SUBJECT: Marijuana & the Law

FINDINGS:

SOURCE:




39/513Stumble Weed

1. List two short-term eects o marijuana on the body.

1)

2)

2. List two long-term eects o marijuana on the body.

1)

2)

3. Name two abilities that are impaired by marijuana use.

1)

2)

Module 6 QUIZ


40/513Hot Topics

Module 7Hot Topics

Introduction

It is easy to recognize messages about drugs when they are eatured in magazine articles or on the news; however

other, more subtle messages may easily slip by unnoticed. These messages may be in the lyrics o a catchy son

or an image in a popular movie.

The specic drugs that the media ocus on change over time. One day marijuana may be the hot topic, but the nex

day the ocus is on steroids.

Its important to talk to students about the latest drug topics because the media is unlikely to paint a complete

accurate picture o most issues. In addition, some students may not even be aware o the many messages the

are absorbing through various media. The purpose o this module is to educate students about the latest news an

inormation on drugs and to increase student awareness o reerences to drugs in the media.

Learning ObjectivesAter completing this lesson, students will be able to:

Dene the term the media

List at least ve inormation sources that are considered media

Compare and contrast inormation rom the media with inormation provided on theJust Think Twice websit

Materials



Paper and pencils

Copies o the Media Messages Log Sheet (located at the end o the module) or each student or group.


Preparation

Prior to the lesson, be sure to read the section o the website titled Hot Topics, including the articles on each topic

This section o the website is located at www.justthinktwice.com/hot/.

In addition, make a copy o Media Messages Log Sheet (located at the end o the module) or each studen

or group.


Begin the lesson by asking students i anyone can dene the media. Make sure they understand that the med

reers to any source o inormation that is available to the public, such as anything on TV, the radio, or in books

Ask students to brainstorm other examples o what could be considered the media. Then ask students to raise the

hands i they have heard anything in the media about drugs in the past week. What drugs are being talked about?

What is being said?

Tell students that the purpose o todays class is to think about the media that provide inormation about drugs, an

to learn about some o the ew current hot topics by looking at theJust Think Twice website.


41/513

On the Day o the Lesson (30 minutes)

Explain to students that, or the next week, they should watch or reerences to drugs in the media to se

what the current hot topics are. Instruct them to look in all types o media, such as TV, Internet, magazines

newspapers, movies, music, and books. Remind them that messages may be overt or more subtle. Instruct them

to use the Media Messages Log Sheetor a simple listto keep track o what they see and tell them to bring i

back to class a week later. Give each student a copy o the worksheet and have them start it o by adding in the

articles rom the Hot Topics section o the Just Think Twice website. Students should spend approximately 2

minutes on this part o the activity.

Ater students have looked at the site, ask them what they think o the articles. Have they heard about any o thes

topics beore? Which ones? Is the inormation on the website dierent rom the inormation provided in othe

sources? What is dierent?

At the end o the class, remind students to ll out their log every day during the rest o the week. Instruct them t

bring in news clippings and examples o other types o media that reer to drugs.

One Week Later (10 minutes)

Ask the students to list the dierent types o media that contained messages about drugs during the last week

Make sure students are aware o the multiple sourcesovert and more subtlerom which they get message

about drugs.

Ask the students which topics about which drugs tend to appear most oten. Then ask them i they have an

thoughts on why these topics might be more prominent. Are there any recent events that brought these issues to

the oreront? What is the connection between media coverage o a drug and the number o problems it cause

in society?

Ask the students how drugs and drug-related issues are portrayed in the media. Is the coverage more positive o

negative? Is there a dierence in the way drugs are portrayed depending on the medium (e.g., does music portra

them more positively than the newspaper)?

On the Day o the Lesson (30 minutes)Explain to students that, or the next week, they should watch or reerences to drugs in the media to se

what the current hot topics are. Instruct them to look in all types o media, such as TV, Internet, magazines

newspapers, movies, music, and books. Remind them that messages may be overt or more subtle. Instruct them

use the Media Messages Log Sheetor a simple listto keep track o what they see and then to bring it back t

class a week later. Give each student a copy o the worksheet and have them start it o by adding in the article

rom the Hot Topics section o theJust Think Twice website. Students should spend approximately 20 minutes o

this part o the activity.

Hot Topics


42/513Hot Topics

Ater students have looked at the site, ask them what they think o the articles. Have they heard about any o thes

topics beore? Which ones? Is the inormation on the website dierent rom the inormation provided in othe

sources? Was the overall message more positive or more negative than the message on the website?

At the end o the class, remind students to ll out their log every day, or the next week. Instruct them to bring in

news clippings and examples o other types o media that reer to drugs.

One Week Later (10 minutes)

Ask the students to list the dierent types o media that contained messages about drugs during the last week

Make sure students are aware o the multiple sourcesovert and more subtlerom which they get message

about drugs.

Ask the students how drugs and drug-related issues are portrayed in the media. Is the coverage more positive o

negative? Is there a dierence in the way drugs are portrayed depending on the medium (e.g., does music portra

them more positively than the newspaper)?

Ask the students i they understand the meaning o the terms biased and objective. Make sure they understand

that when a person has a biased perspective, their belies keep them rom seeing everything completely clearly

For example, a newspaper reporter who believes that marijuana should be legalized is likely to ignore evidence

about its potential harms and to not include inormation about this evidence in articles he or she writes. On the

other hand, when someone is objective about an issue, they look at and report on all evidence. Thus, an objective

reporter would attempt to discuss all evidence related to the saety o marijuana. Ater the students understand th

distinction, ask them whether the inormation they heard or saw in the media in the last week seemed to come rom

biased or objective perspectives. Do they think that anyone can ever be completely objective? Are media source

more or less likely to be objective than most individuals?



Were you surprised by the requency o drug reerences in the media? Did the activity help you realize tha

some o your avorite songs or TV shows contain reerences to drugs?

Why do you think certain stories or issues become a major ocus in the media? Do you think some types o

media are more likely than others to ocus in on just one big story?

Can you think o any events or stories that the media seemed to ignore? Why might this happen?

Assessment


Are students aware o the many sources that send messages about drugs?

Are students thinking critically about why the media ocuses on specic stories or issues?

Do students realize that the media doesnt always cover drug-related issues with complete accurac

or objectivity?


43/514Hot Topics

Extensions



Language Arts Have students choose a topic that is addressed on theJust Think Twice website thatthey have heard about beore through the media or peers. Instruct students to use

inormation rom theJust Think Twice website, as well as other media, to create their

own news article on the topic.

Arts Have students access the ront page o theJust Think Twice website and click on

the Stories o Lost Promise link. This website includes a memorial wall o stories

and pictures o children whose lives were lost to drugs. Have students create their

own memorial through words and drawings to remember a lost lie rom the website.

Then have each student present their memorial to the class. You can post these

creations in your classroom to create your own memorial wall.


44/51

4 1

Media

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keepalogoftheinformationthatyou

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H

i

Source:

Where

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/hearth

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Top

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Whichdrug

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Wha

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Was

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Date:

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Date:

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Date:

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Date:


45/514Hot Topics

1. Dene the term the media.

2. List ve inormation sources that are considered the media:

1)

2)

3)

4)

5)

3. What is one example o inormation you heard in the media that is dierent rom what you read on the Just Think

Twice website?

Module 7 QUIZ


46/514Got Meth?

Module 8Got Meth?

Introduction

You have probably heard aboutor seen pictures othe devastating eects o meth on users bodies, includin

their skin and teeth. Meth, short or methamphetamine, is an extremely damaging drug. This is, in part, because

is cooked rom dangerous chemicals like battery acid and drain cleaner. It is also very addictive. The initial hig

is intense, but beore users realize it, meth takes over their lives. But meth doesnt just hurt the user. Because it is

so addictive, meth users oten take extreme measures to get more. They cook it in their kitchens, exposing the

children and amilies to the drug and its toxic ingredients, and they dump the waste rom making it on the groun

near their homes, contaminating nearby water sources. And these are just a ew o the damaging eects o meth.

Unortunately, many students dont ully understand the dangers o meth use. The 2005 Monitoring the Futur

Survey ound that only 55 percent o 12th graders believe that trying crystal meth once or twice put them at grea

risk (www.monitoringtheuture.org). However, it is important or students to understand that meth is a drug tha

should not be taken lightly. The purpose o this module is to teach students about the eects o methamphetamin

on the body and the high potential or addiction. In addition, this module increases student awareness o th

societal problems caused by methamphetamine.

Learning Objectives


List at least two short-term and two long-term eects o methamphetamine on the user

State at least two ways that methamphetamine negatively aects other individuals or society in general

Materials



Paper and pencils


Preparation

Prior to the lesson, be sure to read the section o the website titled Got Meth?, including each page in th

magazine. Click on the Next button at the top o each page to ensure you view all o the content. This sectio

o the website is located at www.justthinktwice.com/gotmeth/home.html.

Introductory Discussion (5 minutes)Begin the lesson by asking students to raise their hands i they have ever heard o methamphetamine, or meth

Ask them what they know about the drug. What are its immediate eects? What are its long-term eects?

it dangerous?

Tell students that the purpose o todays class is to learn more about meth by participating in activities centere

around theJust Think Twice website.


47/514Got Meth?


Make a copy o Meth Facts Scavenger Hunt Worksheet (located at the end o the module) or each studen

or group.


For this activity, students can work individually or be divided into groups. Provide each student or group with a cop

o the Meth Facts Scavenger Hunt Worksheet, and instruct them to ll in each blank using the Got Meth? sectio

o the website. Challenge students to complete the worksheet as quickly as possible and to consider awarding

prize to the winner. Students should spend approximately 25 minutes on this part o the activity.

Ater time is up or the rst student has completed his or her worksheet, allow students to volunteer the answers

Use the answer key located at the end o the module to check the answers provided. Encourage student discussion

o the answers. Probe on any inormation that is new or surprising to ensure comprehension and clear up an

misunderstandings.


Divide students into groups and instruct each group to imagine they are either policy/lawmakers, the Board o

Directors or a treatment acility, or members o the general community.

Instruct each group to browse the Got Meth? section o the website, and then brainstorm what someone in the

imagined role could do to prevent problems related to meth use, and to deal with these problems i meth use is

prevalent in their community. Groups should then write up a list o our or ve recommendations. Students should

spend approximately 25 minutes on this part o the activity.

Ask each group to present their recommendations to the class. Each group should justiy why they believe thes

recommendations will help solve meth-related problems. I there is time, allow classmates an opportunity to shar

any additional suggestions they have.



What was your reaction to this section o the website? How did you eel about the images and actsprovided?

Which long-term eects o meth do you think are most damaging? Why do you think people try meth i

has such a destructive eect on the body?

How should communities ght meth-related problems? Are they best addressed through changing policies

improving treatments, or keeping the general public more inormed about the dangers o meth? Or

combination o all three?


48/514Got Meth?

Meth Facts ScavengerHunt Worksheet

Search the Got Meth? section o the website to fll in the blanks.

1. Users can eel the eects o meth or up to hours.

2. List ve o the street names or methamphetamine: , ,

, , and .

3. Amphetamines are the most potent o the stimulant drugs because they cause the greatest

release o .

4. is the slang term or meth users rotten teeth.

5. List ve o the ingredients used to make methamphetamine: ,

, , , and .

6. One out o every people who enter treatment or meth addiction is under theage o 18.

7. List the dierent orms o meth: , , and

.

8. For those who already are HIV positive, methamphetamine may

the progression o the disease.

9. Sometimes users experience the sensation o bugs crawling across their skin, also known

as .

10. Changes in users brains due to meth use can result in motor speed and

verbal learning.


49/514Got Meth?

Meth Facts ScavengerHunt Worksheet

Search the Got Meth? section o the website to fll in the blanks.

Users can eel the eects o meth or up to 12 hours.

List ve o the street names or methamphetamine: Answers include tina,crank, croak,

crypto, crystal ice, fre, glass, meth, tweek, and white cross.

Amphetamines are the most potent o the stimulant drugs because they cause the greatest

release o dopamine.

Methmouth is the slang term or meth users rotten teeth.

List ve o the ingredients used to make methamphetamine: Answers include battery

acid, drain cleaner, cold medicine, acetone, rock salt, lye, antireeze, kitty litter,

lithium batteries, and toluene.

One out o every fve people who enter treatment or meth addiction is under the age o 18.

List the three orms o meth: pill, powder, and crystal.

For those who already are HIV positive, methamphetamine may speedup the progression

o the disease.

Sometimes users experience the sensation o bugs crawling across their skin, also known

as crankbugs.

Changes in users brains due to meth use can result in reduced motor speed and

impaired verbal learning.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

ANSWER KEY:


50/514Got Meth?

Assessment


Do students understand that methamphetamine has devastating eects on the body?

Do students recognize the impact o methamphetamine on other individuals and society?

Are students providing thoughtul responses to how to combat meth-related problems?

Extensions



Language Arts,

Social Sciences

Have students write a letter to a local governing ocial, suggesting that he or she

institute a program or law that could help solve or prevent meth-related problems

Students should explain why meth is/can be damaging to the community, and what

should be done about it.

Science,Language Arts

Instruct students to write a research paper on addiction. Have them use PBSs

Close to Home website as a source o inormation

(located at www.pbs.org/wnet/closetohome/home.html). Students should ocus

on the ways addiction can change the brain. Papers should be approximately one

page long and include a citation section or the sources they use.


51/51

Module 8 QUIZ1. List two short-term eects o methamphetamine on the user.

1)

2)

2. List two long-term eects o methamphetamine on the user.

1)

2)

3. List two ways that methamphetamine negatively aects other individuals or society in general.

1)

2)

4. What is one thing that can be done (changing laws, starting campaigns, etc.) to help solve one o the problems

you listed above? How would this change help the situation?