Health Education Lesson Plan

Skill Emphasis (NHES): Advocacy

Grade Level: 11th

Content Area of Health: Alcohol and Other Drugs

Content Descriptor & Sub-Descriptor(s): -Positive and Negative Influences on AOD Use

3.1 Pressures to Use3.4 Peer Influences

-Communicating Healthful Choices about AOD Use5.1 Ways to refuse alcohol and other non-medicinal drug use5.3 How to deal with pressure to use5.4 How to encourage others not to use

Title of Lesson: Taking a Stand

PA Standard (Health & PE):PA Standard 10.1.12 D: Evaluate issues relating to the use/non-use of drugs.• psychology of addiction• social impact (e.g., cost,relationships)• chemical use and fetaldevelopment• laws relating to alcohol, tobaccoand chemical substances• impact on the individual• impact on the community

Curricular Connections: Public speaking, drama, physical education.

Adolescent Risk Behavior (if applicable): Alcohol and Other Drug Use, Intentional and Unintentional Injury

Behavioral Objective(s):

Cognitive: The students will apply the content on alcohol and encourage others to make healthful choices during an advocacy skit.

Affective: The students will respect the opinions of others during the brainstorming refusal skills activity and the advocacy skits.

Skill: The students will practice advocacy during the alcohol skits.

Brief Outline of Today’s Lesson

1.Introduction to the Lesson 2.Bell Ringer/Instant Activity: Peer Pressure Activity3.Content & Instructional Strategies: Brainstorming, Scavenger Hunt, Cross the Line4. Learning Activity: Brainstorming, Scavenger Hunt, Cross the Line, Advocacy Skit5. Assessment: Rubric for skit

Expanded Outline of Today’s Lesson

1.Introduction to the Lesson/Set Induction:Alcohol is the leading cause of death amongst teens in America. All of these deaths could have been prevented if friends were there to help them. Today, we are going to talk about harmful effects of alcohol and practice advocating healthful choices.

2.Bell Ringer/Instant Activity:Peer Pressure ActivityEach student will be given an index card with the number 1, 2, or 3 written on it. 1= under no circumstance will you drink. 2= your goal is to get the rest of the class to join you when you drink. 3= undecided. You’ve heard your friends say that drinking is fun, but you are still unsure if you should do it.Students will walk around the classroom talking to other students trying to convince or refuse drinking determined by the number on their index card.

3.Content & Instructional Strategies:Brainstorming:-Go over different refusal skills and NO statements on the board.

Refuse – “Don’t feel like it.”  “No way.”  

Make an excuse – “I’ll barf.” “I have to get up in the morning.”

Recruit an ally to help change the dynamics.

Blame their parents – “My Mom can smell this stuff a mile away and I’ll get grounded for months.”

Come up with a better idea – “Nah, that doesn’t sound like much fun. Let’s go play video games at my house instead.” 

Leave – either quietly while no one notices or by making an excuse or joke out of it. “You guys are too crazy for me ...see you later.”

Scavenger hunt

85,000 people every year die from alcohol

Each year, approximately 5,000 young people under the age of 21 die as a result of underage drinking; this includes about 1,900 deaths from motor vehicle crashes, 1,600 as a result of homicides, 300 from suicide, as well as hundreds from other injuries such as falls, burns, and drownings (1–5).

If convicted of underage drinking there is a mandatory loss of Driving Privilege for 6 months (even if no car involved)

Long term drinking may result in permanent brain damage, serious mental disorders,

and addiction to alcohol.

Drinking alcohol can lead to lowered resistance to infection.

When drinking your liver accumulates fat which can cause liver failure, coma, and death.

Sexual functioning can be impaired and deteriorate, resulting in impotence and infertility, sometimes irreversible. Females also have a high risk of developing breast cancer.

In men, may lead to sterility, atrophy of the testes and enlargement of the breasts.

Increases blood pressure, risk of heart attack and stroke.

Due to lower phosphate, muscles become weaker and atrophy; pain, spasms, and tenderness.

Cross the Line: Advocacy

Takes a clear, health-enhancing stand/positionSupports the position with relevant informationShows awareness of audienceEncourages others to make healthful choicesDemonstrates passion/conviction

Questions:

Cross the line if you have ever taken a stand for something that you felt was right or wrong:

- Part of being an advocate is for taking a clear stand for something you believe in. Being an advocate of health would mean you take a stand for health and make health enhancing choices.

Cross the line if you have ever proved somebody wrong:

- Another part of being an advocate is being able to support your position with relevant information. Providing facts or relevant information strengthens your argument and can help persuade someone.

Cross the line if you text your mom:

I would be willing to bet that you don't text your mom about the same stuff you text your friends

and peers. Another important piece of being an advocate is being aware of your audience. It is

important to know your audience so you are aware of what they already know along with what

they want to hear.

Cross the line if you have ever talked somebody out of eating something unhealthy:

Another step of advocacy is encouraging others to make healthful choices. It is about sharing

your knowledge and helping others. An advocate is somebody who doesn't just look out for

themselves, but also their friends and family.

Cross the line if you are passionate about a sports team:

The final component of advocacy is demonstrating your passion to health. Don't be

afraid or ashamed that you live healthy.

Advocacy is by far the most complex health skill. Not only does it involve knowing information

about your topic, but you also need to be able to encourage others to follow in your footsteps.

To be a health advocate, need to be able to take a health enhancing stand (which isn’t always the

easiest thing to do). You also need to know information about health and be aware of your

audience to be able to persuade others to be healthy as well. Lastly, you need to show passion

about health and enjoy being healthy.

4. Learning Activity Peer Pressure Activity:

Each student will be given an index card with the number 1, 2, or 3 written on it. 1= under no circumstance will you drink. 2= your goal is to get the rest of the class to join you when you drink. 3= undecided. You’ve heard your friends say that drinking is fun, but you are still unsure if you should do it.

Students will walk around the classroom talking to other students trying to convince or refuse drinking determined by the number on their index card.

Brainstorming:

Student will offer ideas on refusal skills and how to say no to alcohol. We will be standing at the front of the classroom writing their responses. If students miss any obvious refusal skills we will go over them at the end of the brainstorming activity.

Scavenger Hunt:We will hide bright pieces of paper with facts about alcohol written on them throughout

the classroom. Students will receive a worksheet with questions about alcohol on it. At the top right hand side of the worksheet there will be a number indicating what group they are in. Students will then find their partner (only 2 people per group) and begin searching for the facts. Each question on the worksheet will correspond to one of the hidden pieces of paper. Only one group will be permitted at a station at a time. Groups will be given 7 minutes to complete the scavenger hunt. Then, we will go over the answers as a class.

Cross the Line: There will be an open area in the middle of the class room with a line down the middle. Students will be told to start on whichever side they want. A yes or no question will then be asked (geared towards advocacy). If the student answers yes, they will cross the line to the other side. If the student answers no, they stay put. Then, we will discuss the question as a class and see what the student’s view points are. An example would be, “Cross the line if you have ever encouraged a friend to eat something healthy”. Then, we will go over the answer as a class.

Advocacy Skit:Students will break into groups of 2 or 3. They will receive a scenario related to a

situation where they will be given an opportunity to take a clear, health enhancing stand. Students will be given 5-7 minutes to prepare a skit that will be presented in the front of the class. Each skit must include:

Takes a clear, health enhancing stand/position Supports the position of relevant information Encourage others to make healthful choices

Students must hand in a copy of their skit. Each skit must be 1-2 minutes long, and everyone must have an equal speaking role. Also, the skits will need to include at least 3 of the facts/effects of alcohol from the scavenger hunt.

Directions for students: You will be in groups of 2 or 3. Each group will receive a different

scenario. Your group will act out your scenario, but also demonstrate how the skill of

advocacy could be used in your situation. You will have around 7 minutes to come up with

your skit and each group will hand in a hard copy of their dialogue after you present. Use

your rubric to make sure your skit meets all the necessary criteria.

(give each group a rubric)

The students will receive one of the following scenarios:

1. Cindy and Kim are 18 year old sisters. Their parents and their 23-year old brother Rich are going away for the weekend. Renee, Cindy and Kim’s best friend, is pressuring them to throw a huge Saturday night party for all their friends since no one will be home. What should they do?

2. Carlos and Tom, both 18, are driving around on a Saturday night looking for something to do. Tom is driving while Carlos pulls out a 6-pack from his back pack. Carlos offers Tom a beer. How should Tom respond to this?

3. Kelly and Joe are at the prom together. They are at a table with their good friend Shante. Shante pulls out a water bottle filled with vodka and offers it to Kelly and Joe. What should they do?

4. Bill, Henry and Winston are playing video games at Bill’s house. They are bored and need something to do. Winston suggests them to stealing liquor from the cabinet. None of them have drank before but Bill and Henry are having second thoughts. What should they tell Winston?

5. State College High is in the State Playoffs. Shelly, Frankford, and Bartley plan on going to the game. Shelly suggests for them to go to the tailgate because she heard there will be alcoholic beverages. How should Frankford and Bartley respond?

5. Assessment

Score “Advocacy Skit” on the following criteria Core Concepts

1. Core Concepts (Key Criteria): AOD Accuracy: Student uses correct facts about alcohol and its effects

and uses proper refusal skills Comprehensiveness: Student uses refusal skills correctly Conclusions drawn: Provides alcohol-free alternatives

Scoring Rubrics for AssessmentConcepts Rubric for Assessment (NHES 1)

4- The response is complex, accurate, and comprehensive, showing breadth and depth of information; relationships are described and

conclusions drawn.

3- The response identifies relationships between two or more health concepts; there is some breadth of information, although there may

be minor inaccuracies.

2- The response shows presents some accurate information about the relationships between health concepts, but the response is

incomplete and there are some inaccuracies.

1- The response addresses the assigned task but provides little or no accurate information about the relationships between health

concepts.

2. Skill: Advocacy: Takes a clear, health enhancing stand/position Supports the position of relevant information Encourage others to make healthful choices

Generic Skills Rubric for Assessment (NHES 2-8)

Advocacy

4- The response shows evidence of the ability to apply health skills; the response is complete and shows

proficiency in the skill.

3- The response shows evidence of the ability to apply health skills; the response is mostly complete but may

not be fully proficient.

2- The response shows some evidence of the ability to apply skills; the response may have inaccuracies or be

incomplete.

1- The response shows little or no evidence of the ability to apply health skills.

3. Additional criteria: 1-2 minutes in length Each member has a speaking role Creativity Enthusiasm Voice projection Includes at least 3 facts from the alcohol scavenger hunt

worksheet and 2 alcohol-free alternatives to drinking

Scoring Rubric for Additional Criteria

Content Excellent (4) Good (3) Average (2) Poor (1)

Length of Skit The response is 1-2 minutes in length.

The response is over 2 minutes in length.

The response is less than 45 seconds in length.

The response is less than 30 seconds in length.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Creativity Was extremely creative and presented with originality

Was creative at times; thoughtfully and uniquely presented

Added a few original touches to enhance the project but did not incorporate it throughout

Little creative energy used duringthis project; was bland, predictable, and lacked “zip”

Speaking Roles Each member in group participates in a speaking role

Only 2 members in the group participates in a speaking role.

Only one member participates in a speaking role.

Voice Projection Their voice quality is loud and clear.

The voice quality is either loud or clear (only one)

The voice quality is neither loud nor clear

Facts The skit includes at least 3 facts from the scavenger hunt worksheet and 2 alcohol-free alternatives

The skit includes only 2 facts from the scavenger hunt worksheet and 1 alcohol-free alternative

The skit includes only 1 fact from the scavenger huntworksheet and no alcohol-free alternatives

6. Final Thoughts/Conclusion to the Lesson: Today you learned a lot of valuable information on how to encourage your peers to

make the right decision about alcohol. Every year over 5,000 kids under the age of 21 die from alcohol related incident. All of these could have been prevented if their friends stepped up and helped them make the right decision.

7. Homework or Extension to the Lesson:Using the skill of Advocacy, write a letter to a celebrity that drinks (you do not have to

send it). Encourage them to make the healthful choice and provide them with at least 2 alternatives other than drinking alcohol. Include at least 3 health effects that we talked about in class.

Classroom Management & Materials Classroom Materials

o Handouts/Worksheets : Advocacy skit directions, skit scenarios, alcohol scavenger hunt worksheet, rubrics to give students

o Other Materials : index cards, strips of paper with alcohol facts for scavenger hunt, chalkboard, tape for cross the line, cross the line questions (for teacher)

Classroom Management: Students will be handed an index card with their number on it (for the peer pressure activity) as they walk in the door. Students will be in groups for their skits (we will group the students based on their seating arrangements). The groups will be spread out around the class room to minimize distractions. They will perform their skits in the front of the classroom. For the scavenger hunt, there will only be 2 students (1 group) allowed per station at a time. Groups will be given 7 minutes to complete the scavenger hunt. Then, we will go over the answers as a class. For cross the line, there will be a line (made out of tape) down the middle of the classroom. Students will be told to start on whichever side they want.

Content References:Alcohol. (2010). Retrieved from http://www.drugfree.org/Portal/drug_guide/Alcohol

Bakewell, L. (2009). Alcohol information for teens : health tips about alcohol and alcoholism including facts about alcohol's effects on the body, brain, and behavior, the consequences of underage drinking, alcohol abuse prevention and treatment, and coping with alcoholic parents. Detroit, MI: Omnigraphics.

Creating and editing your rubric. (2008). Retrieved from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=4§ion_id=1

The Health effects of teen alcohol abuse. (n.d.). Retrieved from http://www.teendrugabuse.us/teensandalcohol.html

Activity Reference(s): Monroe, T. (2007, March 2). Peer pressure response. Retrieved from http://pecentral.com/lessonideas/ViewLesson.asp?ID=6537

Appendices

Scavenger hunt facts

85,000 people every year die from alcohol

Each year, approximately 5,000 young people under the age of 21 die as a result of underage drinking; this includes about 1,900 deaths from motor vehicle crashes, 1,600 as a result of homicides, 300 from suicide, as well as hundreds from other injuries such as falls, burns, and drownings (1–5).

If convicted of underage drinking there is a mandatory loss of Driving Privilege for 6 months (even if no car involved)

Long term drinking may result in permanent brain damage, serious mental disorders,

and addiction to alcohol.

Drinking alcohol can lead to lowered resistance to infection.

When drinking your liver accumulates fat which can cause liver failure, coma, and death.

Sexual functioning can be impaired and deteriorate, resulting in impotence and infertility, sometimes irreversible. Females also have a high risk of developing breast cancer.

In men, may lead to sterility, atrophy of the testes and enlargement of the breasts.

Increases blood pressure, risk of heart attack and stroke.

Due to lower phosphate, muscles become weaker and atrophy; pain, spasms, and tenderness.

Alcohol Scavenger Hunt Worksheet

1. How many people die from alcohol every year?

2. How many underage children die as a result from underage drinking? How many of these are motor vehicle crashes?

3. How long do you lose your driving privilege for if you are convicted of underage drinking?

4. What is one effect of long term drinking?

5. How does alcohol affect the immune system?

6. How does drinking affect your liver?

7. What are 2 effects of alcohol on sexual functioning?

8. How does alcohol affect males?

9. Alcohol leads to a/an ________ in blood pressure, and increases the risk of

______________ and _______.

10. What are the affects of alcohol on your muscles?

Cross the Line:

There will be an open area in the middle of the class room with a line down the middle. Students will be

told to start on whichever side they want. A yes or no question will then be asked. If the student answers

yes, they will cross the line to the other side. If the student answers no, they stay put. Then, we will

discuss the question as a class and see what the student’s view points are. An example would be, “Cross

the line if you have ever encouraged a friend to eat something healthy”. Then, we will go over the answer

as a class.

Questions:

Cross the line if you have ever taken a stand for something that you felt was right or wrong

Part of being an advocate is for taking a clear stand for something you believe in. Being an advocate of health would mean you take a stand for health and make health enhancing choices.

Cross the line if you have ever proved somebody wrong

Another part of being an advocate is being able to support your position with relevant information. Providing facts or relevant information strengthens your argument and can help persuade someone.

Cross the line if you text your mom

I would be willing to bet that you don't text your mom about the same stuff you text your

friends and peers. Another important piece of being an advocate is being aware of your

audience. It is important to know your audience so you are aware of what they already

know along with what they want to hear.

Cross the line if you have ever talked somebody out of eating something unhealthy

Another step of advocacy is encouraging others to make healthful choices. It is about

sharing your knowledge and helping others. An advocate is somebody who doesn't just

look out for themselves, but also their friends and family.

Cross the line if you are passionate about a sports team.

The final component of advocacy is demonstrating your passion to health. Don't be

afraid or ashamed that you live healthy.

Directions for students: You will be in groups of 2 or 3. Each group will receive a different

scenario. Your group will act out your scenario, but also demonstrate how the skill of

advocacy could be used in your situation. You will have around 7 minutes to come up with

your skit and each group will hand in a hard copy of their dialogue after you present. Use

your rubric to make sure your skit meets all the necessary criteria.

Advocacy Scenarios:

1. Cindy and Kim are 18 year old sisters. Their parents and their 23-year old brother Rich are going away for the weekend. Renee, Cindy and Kim’s best friend, is pressuring them to throw a huge Saturday night party for all their friends since no one will be home. What should they do?

2. Carlos and Tom, both 18, are driving around on a Saturday night looking for something to do. Tom is driving while Carlos pulls out a 6-pack from his back pack. Carlos offers Tom a beer. How should Tom respond to this?

3. Kelly and Joe are at the prom together. They are at a table with their good friend Shante. Shante pulls out a water bottle filled with vodka and offers it to Kelly and Joe. What should they do?

4. Bill, Henry and Winston are playing video games at Bills house. They are bored and need something to do. Winston suggests them to stealing liquor from the cabinet. None of them have drank before but Bill and Henry are having second thoughts. What should they tell Winston?

5. State College High is in the State Playoffs. Shelly, Frankford, and Bartley plan on going to the game. Shelly suggests for them to go to the tailgate because she heard there will be alcoholic beverages. How should Frankford and Bartley respond?

Score “Advocacy Skit” on the following criteria Core Concepts

4. Core Concepts (Key Criteria): AOD Accuracy: Student uses correct facts about alcohol and its effects

and uses proper refusal skills Comprehensiveness: Student uses refusal skills correctly Conclusions drawn

Scoring Rubrics for AssessmentConcepts Rubric for Assessment (NHES 1)

4- The response is complex, accurate, and comprehensive, showing breadth and depth of information; relationships are described and

conclusions drawn.

3- The response identifies relationships between two or more health concepts; there is some breadth of information, although there may

be minor inaccuracies.

2- The response shows presents some accurate information about the relationships between health concepts, but the response is

incomplete and there are some inaccuracies.

1- The response addresses the assigned task but provides little or no accurate information about the relationships between health

concepts.

5. Skill: Advocacy: Takes a clear, health enhancing stand/position Supports the position of relevant information Encourage others to make healthful choices

Generic Skills Rubric for Assessment (NHES 2-8)

Advocacy

4- The response shows evidence of the ability to apply health skills; the response is complete and shows

proficiency in the skill.

3- The response shows evidence of the ability to apply health skills; the response is mostly complete but may

not be fully proficient.

2- The response shows some evidence of the ability to apply skills; the response may have inaccuracies or be

incomplete.

1- The response shows little or no evidence of the ability to apply health skills.

6. Additional criteria:

1-2 minutes in length Each member has a speaking role Creativity Enthusiasm Voice projection Includes at least 3 facts from alcohol scavenger hunt worksheet

and 2 alcohol-free alternatives to drinking

Scoring Rubric for Additional Criteria

Content Excellent (4) Good (3) Average (2) Poor (1)

Length of Skit The response is 1-2 minutes in length.

The response is over 2 minutes in length.

The response is less than 45 seconds in length.

The response is less than 30 seconds in length.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Creativity Was extremely creative and presented with originality

Was creative at times; thoughtfully and uniquely presented

Added a few original touches to enhance the project but did not incorporate it throughout

Little creative energy used duringthis project; was bland, predictable, and lacked “zip”

Speaking Roles Each member in group participates in a speaking role

Only 2 members in the group participates in a speaking role.

Only one member participates in a speaking role.

Voice Projection Their voice quality is loud and clear.

The voice quality is either loud or clear (only one)

The voice quality is neither loud nor clear

Facts The skit includes at least 3 facts from the scavenger hunt worksheet and 2 alcohol-free alternatives

The skit includes only 2 facts from the scavenger hunt worksheet and 1 alcohol-free alternative

The skit includes only 1 fact from the scavenger huntworksheet and no alcohol-free alternatives