Drugs—Reality and Risk
Drugs—Reality and Risk Digital Unit
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Drugs—Reality and Risk
Things I would like to learn in this topic include…
For details on the required outcomes for this unit, go to the website: www.boardofstudies.nsw.edu.au UNIT OUTCOMES: 4.2, 4.6, 4.7, 4.8, 4.11, 4.12, 4.16
We thank the following for their contributions to this unit: iStockphoto Jupiterimages Corporation © 2008 Photolibrary Pty Ltd Shutterstock Every effort has been made to trace and acknowledge copyright. However, should any infringement have occurred, the publishers tender their apologies and invite copyright owners to contact them.
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Drugs—Reality and Risk
In this unit, you will… learn about: • classifying drugs • responsible use of medications • tobacco, cannabis and alcohol use and their effects on the user and community • drug use patterns among young people and the consequences of drug use • influences on decisions and making wise decisions about drugs • identifying risky situations and protecting yourself from harm.
learn how to: • recognise different types of drugs and analyse the long- and short-term effects of these drugs • identify the physical, social, economic and legal consequences of drug use • evaluate the effects of other people’s drug use on themselves and their community • recognise, assess and respond effectively to risky situations involving drug use.
Unit vocabulary list over-the-counter
cannabis
assertiveness
prescription
stimulant
support
medicine
psychological
depressant
analgesics
concentration
hallucinogen
mainstream
sober
irrational
carcinogenic
refusal
exposure
For a full list of relevant websites, navigate to the web destinations for NSW PDHPE via the Student Lounge at www.pearsonplaces.com.au.
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Drugs—Reality and Risk
Classifying drugs and their effects The term ‘drug’ covers a large number of substances. It includes legal substances such as caffeine and alcohol, over-the-counter and prescribed medications, and illegal substances such as cannabis and heroin.
LITERACY ACTIVITY Brainstorm a list of drugs you are aware of.
language tip... A drug is any substance, which, when taken, affects the way the mind and/or body works.
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LITERACY ACTIVITY Use the following rhyming words to explain the effects of each type of drug.
depressant
depress, stress, mess, less stimulant
stimulate, heart rate, awake
hallucinogen
distort, thought, distraught
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Drug effects The degree of harm caused by a drug depends on a number of factors. These factors relate to information about the person taking the drug, the environment in which they take the drug and the drug itself.
Person Age? Experience? Male or female? Body size? Mood? Personality? Expectation of the drug? Food intake?
Drug factors Type of drug? How much taken? Over what time? Other drugs used? Strength of the drug? Purity of the drug?
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The drug use triangle
Environmental factors
Where used? With whom? On what occasion? Supervision? Time of day/week? Activities after taking the drug?
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CRITICAL THINKING ACTIVITY Describe a scenario in which harmful drug use is occurring. Remember to provide details about the drug, the user and the environment the scenario takes place in. Drug use scenario:
• Ask a partner to read your drug use scenario. • Highlight the ‘drug’ or ‘drugs’ involved. • Circle the information that describes the ‘drug user’. • Underline the information that describes the ‘environment’ in which the scenario occurs. • Identify the harms in this scenario and rank them on the continuum from most harmful to least harmful.
Most harmful Least harmful
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Prescribed and non-prescribed drugs There are two types of medicines available in society: • over-the-counter (OTC)—drugs that you can purchase over the counter at a chemist or supermarket without having a prescription • prescription—drugs that can only be purchased with a prescription from a doctor or dentist. Examples of over-the-counter medicines include…
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Responsible use of medications If you are using a medication, ask yourself the following questions: • What is the name of the drug? • Why am I taking it? • How often should I take it? • Are there any side effects of using this drug? • Are there special requirements, such as taking it with food? • What should I do if I miss a dose? • How should I store this medication? When a doctor prescribes a medication for you, it is helpful to do the following: • Tell your doctor about other medications you are taking. • Ensure you understand all instructions before using the medication. • Inform your doctor about any allergies you may have to any medication. • Call your doctor if you notice any side effects. • Store drugs as directed. Things not to do when a doctor prescribes a medication for you include: • Take more or less than the directed dosage. • Mix other drugs with medication. • Take drugs prescribed for other people. • Keep old or expired medication. Medications are an important resource for improving people’s health when used correctly. However, prescription drugs such as painkillers can be dangerous when misused or abused. This can cause serious health problems such as liver disease, stomach ulcers and heart failure.
PRACTICAL ACTIVITY Following directions
Your teacher will organise two role-plays demonstrating the responsible use of medications. Listen to the role-plays and record directions given for using a Ventolin puffer and antibiotics in the space provided below and on the next page.
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Analysing analgesics Pain is the body’s way of telling you something is wrong. It may be caused by a headache, a cold or an injury. Such pain can be managed by using ‘analgesics’. These are better known as painkillers. The four most common types of analgesics are: • aspirin • paracetamol • combinations of codeine and aspirin • combinations of codeine and paracetamol. Short-term effects of taking analgesics include pain relief, reduced inflammation and reduced temperature. Since one of the most common reasons people use analgesics is to control pain, let’s consider some drug-free alternatives to manage pain.
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CRITICAL THINKING ACTIVITY Drug-free alternatives
Illustrate a drug-free solution to these situations.
having a headache on a hot day having a headache from worrying about exams or family problems
having sinusitis as part of a cold having sore muscles from exercising more than normal
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ASSESSMENT FOR LEARNING ACTIVITY Creating a children’s storybook
In groups of four write a children’s storybook for a primary school aged child.The message you are trying to present in your story is: ‘Medications must be used wisely’. Remember to ensure the message is clear and easily understood by your target audience. You will need to create a storyboard like the example below to plan the key elements of your story. Include ideas for graphics or photos to be used in your book. Each group will share their ideas with the rest of the class when finished.
Due date 1 Cover?
2 Narrator?
3 Main message?
4 Characters?
5 Description of characters?
6 Location?
7 How is the message learnt?
8 Ending?
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marking criteria
a student…
A
• conveys an age-appropriate and comprehensive health message about responsible medication use • shows excellent planning and research in storybook • engages the target audience with a creative, well-presented storybook • works well with their group and all members contribute.
B
• conveys a thorough health message about medication use • shows thorough planning and research in storybook • interests the audience with neatly presented storybook • cooperates with their group.
C
• attempts to convey a health message about safe medication use • shows satisfactory planning and research in storybook • presents the information in a sound format with some interest for the target audience • contributes satisfactorily with group.
D
• presents basic information about responsible medication use • shows basic preparation, creativity and research in storybook • shows basic cohesion with group.
E
• presents limited information about responsible medication use • shows limited preparation, creativity and research in storybook • shows limited cohesion with group.
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Drugs—Reality and Risk
Tobacco Tobacco smoke is a mixture of almost 4000 different chemical compounds, including carbon monoxide, acetone, ammonia and hydrogen cyanide. Two of the better known chemicals in cigarettes are tar and nicotine. Nicotine is classified as a poison that restricts the flow of blood in the body, increasing blood pressure.Tar is released when a cigarette burns and is the main cause of throat and lung cancer. A person who smokes one packet of cigarettes a day inhales more than half a cup of tar each year.
ICT ACTIVITY
Tobacco short- and long-term facts
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View the ‘Tobacco Industry’s Poster Child’ at www.smokershelp.net/Images/ dynamicPics/poster-child-fullsize.jpg. Print out the poster and paste a copy in your workbook then answer the questions below and on the following pages. 1 Classify the effects of smoking tobacco from the poster in the table. Think of other effects not mentioned in the poster to include.
short-term effects
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long-term effects
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paste poster here
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2 Describe your thoughts about smoking after seeing this poster.
3 List three short- or long-term effects of smoking tobacco that would be the main reasons for someone your age not to smoke.
CRITICAL THINKING ACTIVITY The benefits of being a non-smoker
Steve and Xenia are contemplating smoking. Read the information about their personalities and select four reasons, either social or economic, to discourage them from taking up smoking. Refer to the list under the heading ‘Consequences of smoking’ for assistance.
Steve the Clown Steve is 13-years-old. He is popular at school because he always makes people laugh. After school he often hangs out with older friends that go to a different school. They have been hassling Steve to join them when they smoke and can’t believe he hasn’t tried it already. Steve knows the health hazards of smoking but figures he is young and healthy, and maybe he should at least try smoking to see what it is like. The kids at school will probably think he is even funnier if he can tell them about his experience.
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Four reasons for Steve not to smoke: 1 2 3 4 Xenia the Environmentalist Xenia is 14-years-old. She has an inquisitive nature and always likes to know what things feel like and why things happen the way they do. She has been thinking about trying smoking for a while, but has resisted so far because she worries what people will think of her if they find out she smokes. Her interests include going out with friends and promoting environmental awareness. She hopes to study environmental health at university and travel to other parts of the world.
Four reasons for Xenia not to smoke: 1 2 3 4 © Pearson Australia, a division of Pearson Australia Group
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Consequences of smoking Social consequences: • Missing out on a selection in a sporting team due to shortness of breath. • Losing a boyfriend or girlfriend because they hate smoking. • Avoiding a person who smokes because others don’t want to suffer the effects of passive smoking. • Being unable to smoke in smoke-free zones. • Not being able to go out with friends as much because money is spent on cigarettes.
Financial consequences: • Missing school and part-time work due to chest infections from smoking. • Having to pay for cigarettes. For example, a person who smokes two packets per week will spend (2 x $15 x 52) $1560 per year on cigarettes.
Environmental consequences: • Cigarette butts are not biodegradable and leak toxins into the soil. • One tree is needed to produce approximately 300 cigarettes. • Tobacco production contributes to the problems of soil erosion and global warming. Can you think of any other consequences of smoking?
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Passive smoking Passive smoking is the breathing in of air by non-smokers that is polluted by tobacco smoke. It has been found to lead to serious harm in adults and children alike—resulting in lung infections, lung damage, lung cancer, and a worsening of health in those who already have heart and lung diseases. Cigarettes produce twice as much side-stream smoke as mainstream smoke and many chemicals are found in considerably greater concentration in the side-stream smoke. The amount of side-stream smoke that a person breathes in will depend on: • how many cigarettes are burning at the time • how close the non-smoker is to the cigarette • the size, shape and ventilation of the space involved. If tobacco smoke does so much harm when a smoker inhales it, can it also affect a nonsmoker who is forced to breathe it? Mainstream smoke is
Side-stream smoke is
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?! ” “
PERSONAL REFLECTION
Below is a list of effects one may experience from passive smoking. In the space provided, illustrate an effect of passive smoking that you have experienced. • sore throat • sneezing • asthma • coughing • dry skin • eyes watering • hair smelling • clothes smelling • car smelling of smoke • affecting taste of food • getting a cigarette burn • avoiding a place that has smoke • leaving a place early because of smoke • getting upset with someone who smokes near you
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Cannabis Cannabis is the short name for the hemp plant Cannabis Sativa. Marijuana, hashish and hashish oil come from this plant. • Marijuana comes from the dried flowers and leaves of the plant. It is the least potent part of the plant. • Hashish comes from the resin of the cannabis plant. It is more potent than marijuana.
language tip... potent = strong
• Hashish oil is an extract of cannabis, which is usually a thick and oily fluid.This is the most potent part of the cannabis plant. THC, or delta-9 tetrahydrocannabinol, is the chemical compound in cannabis that produces the ‘high’.THC is a central nervous system depressant that affects mood and perception.THC is quickly absorbed into the bloodstream through the walls of the lungs. From there it is taken to the brain, producing the ‘high’.THC is soluble in fat, which means it is quickly absorbed into body-fat deposits and released very slowly back into the bloodstream. A single dose of THC can take up to one month to be eliminated from the body.
CRITICAL THINKING ACTIVITY Can a person become dependent on cannabis? I think…
Discuss your thoughts with a partner. There is a lot of inaccurate information circulating about cannabis. It is important to have access to credible information in order to understand the effects of cannabis use on the user. © Pearson Australia, a division of Pearson Australia Group
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LITERACY ACTIVITY Body-map
You will be required to research and summarise the effects of cannabis using a range of credible resources. List these on the body-map on the following page.The resources will be placed at different stations around the classroom for you to circulate and view. Make sure that you refer to all of the resources to ensure good coverage. Prepare your bodymap using the space below.
Planning space
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Physical effects
Social effects
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Emotional effects
Legal effects
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Tobacco versus cannabis Both tobacco and cannabis are ‘smoking’ drugs. Let us investigate the similarities and differences between them. LITERACY ACTIVITY Venn diagram
Complete the Venn diagram and compare your responses with a partner.
tobacco
cannabis
DISCUSSION ACTIVITY What problems might a person experience if they smoked tobacco and cannabis regularly?
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What is alcohol? LITERACY ACTIVITY Complete the cloze passage using the terms found in the box below. Alcohol is a drug. It belongs to a group of drugs known as ………………………….., which act to …………………………… the action of your central nervous system.This means that your …………………………. works more slowly, and messages may not be communicated to other parts of your body effectively. As a result, you will develop slower ……………………….., poor coordination, slurred ……………………….., blurred …………………………. and confusion. Chemically, alcohol is known as ethyl alcohol or …………………………… It is produced via a process called …………………………….., where yeast reacts with the ………………………… contained in fruits, vegetables and grains. Different alcoholic drinks contain a different percentage of alcohol. Low alcohol …………………………. contains approximately 3 per cent alcohol, while ………………………. (such as rum, vodka and gin) contain approximately 40 per cent alcohol.
reflexes beer vision
ethanol speech
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slow down
spirits
fermentation
sugar
brain
depressants
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PRACTICAL ACTIVITY Illustrate any factors that may determine the effect that alcohol can have on you in the space below.
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What is BAC? BAC refers to your Blood Alcohol Concentration, which is the amount of alcohol that has been absorbed into your bloodstream.Your BAC can be measured using a breath or blood test. The legal BAC in most states in Australia is 0.05 per cent. The major exception to this standard is for learner drivers and license holders under the age of 25, until they have held their license for three years. In these instances, the legal BAC is 0.00 per cent, which means no alcohol.
So how does the body get rid of alcohol? • 3 per cent is breathed out via the lungs. • 3 per cent is lost through the skin as perspiration. • 3 per cent leaves the body as urine. • Over 90 per cent is removed via the liver. It takes one hour for the liver to process one standard drink.You cannot speed up this process. The only true method of sobering up is time.
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12
1 2
10
3
9 4
8 7
6
5
Physical effects of alcohol on the body Immediate effects After a few drinks You may feel happy and relaxed, but have poorer concentration and slower reflexes.
After a few more You may feel less inhibited and more confident, but less coordinated, with slurred speech and intensified moods—sad, happy, angry etc.
And a few more You may experience confusion, blurred vision and poor muscle control. There is also an increased risk of accidents such as drowning or car accidents.
More still You may experience nausea, vomiting, sleep or unconsciousness.
Even more alcohol This can lead to coma or death.
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Long-term effects Brain: • brain injury • confusion • loss of memory • hallucinations. Lungs: • greater chance of infections. Blood: • changes in red blood cells.
Muscles: • loss of muscle tissue • weakness. Stomach: • inflamed lining • ulcers • bleeding. Intestines: • inflamed lining • ulcers. Sexual organs (female): • greater risk of gynaecological problems • damage to foetus if pregnant.
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Pancreas: • inflamed, causing pain.
Skin: • flushing • bruising • sweating.
Nervous system: • tingling and loss of sensation in hands and feet. Liver: • severe swelling and pain • hepatitis • cirrhosis • liver cancer. Heart: • high blood pressure • irregular pulse rate • enlarged heart. Sexual organs (male): • impotence • damaged sperm and less sperm • shrinking of the testicles.
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ICT ACTIVITY Using the Internet, research the social and emotional effects of using alcohol.
social effects
emotional effects
Underage drinking and the law It is against the law in NSW to buy or drink alcohol if you are under 18 years of age. It is also against the law to ask older people to buy or supply alcohol for you if you are under 18.You are also not allowed to be in certain areas of pubs, clubs and other licensed venues if you are under 18. Fines for these offences can range from $5500 up to $11 000. Suggest reasons why these laws exist for young people aged under 18 years of age.
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Drug use patterns among young people
Cannabis use According to the 2010 National Drug Strategy Household Survey, about two thirds of teenagers have never tried cannabis. In NSW it is against the law to possess, use, supply or cultivate cannabis. When a person is convicted, they are said to have a criminal record. This means they may not get a passport or a credit card, work for the government or be employed by some private companies.
Alcohol consumption Binge drinking is the dangerous practice of consuming large quantities of alcohol in a single session. According to the Australian National Council on Drugs, approximately 10 per cent of 15-year-old Australians and 20 per cent of 16- and 17-year-olds are binge drinking. However, these statistics do confirm that most teenagers between the ages of 15 and 17 are not partaking in binge drinking. DISCUSSION ACTIVITY As a class, estimate in terms of percentage the number of smokers and non-smokers under the age of 19 in Australia.Your teacher will then give you some results from a survey conducted in 2008. Were you close?
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Influences on decisions about drugs The reasons why some people are not interested in trying drugs and some people want to try them are numerous. The decision may be based on factors relating to the drug itself, characteristics of the person considering use or non-use and the environment in which the opportunity may arise.
CRITICAL THINKING ACTIVITY Where are your choices taking you?
The National Alcohol Campaign TV commercials highlight the fact that when making decisions about drug use, it is necessary to consider the consequences of your actions. Select tobacco, cannabis or alcohol and create two comic strips that illustrate the consequences of use and non-use. First develop a comic strip where the character/s decide to use the drug. In the second comic strip, rewrite the ending for the character/s as they choose not to use the drug. Use the space below to plan your development for both comic strips, then illustrate using the panels on the next page.
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Comic strip 1 1 2
3 4
Comic strip 2 1 2
3 4
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CRITICAL THINKING ACTIVITY Each student in the class will contribute to the following list of influences for young people to try or not try drugs. Record the suggestions made by your peers in the middle column of the table, and then classify each answer as one that may promote or discourage drug use using an arrow. Is it possible that an influence could be both? An example has been provided. influence that is likely to make a teenager want to use drugs
example of influence
influence that is likely to discourage a teenager from trying drugs
because it is illegal
Using your list of influences, highlight the top reason not to try each of the following: • another person’s medication (highlight in yellow) • tobacco (highlight in blue) • cannabis (highlight in green) • alcohol (highlight in red). Compare your responses with a partner. Did you have any answers that were the same?
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Making wise decisions about drugs It is often difficult to make wise decisions once you are under pressure. Sometimes decisions about drugs are made because the immediate benefits overshadow the possible consequences.The short-term gain might be to have fun, to develop a friendship, to try something new or to escape. However, such gains always come at a price.The price may be a hangover or feeling vague and doing something you may regret later.
CRITICAL THINKING ACTIVITY Consider the following tips and give an example of what each one means in relation to drug use or non-use. • Get the facts right about drugs.
• Correct the myths.
• Be aware of the risks associated with drug use.
• Keep your edge in difficult situations.
• Always play it safe.
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CRITICAL THINKING ACTIVITY Decisions about drinking
Read Lucy’s thoughts about getting drunk at a party. Use the decision-making process model on the next page to help you respond to the letter.
Dear Dave, My friend, Sarah, says it is normal to drink alcohol when you are a teenager. I am 13-years-old and I am thinking about getting drunk with some of my friends for the first time at a party this Saturday night. I want to see if it is fun. Do you think this is a good idea? x
Lucy
Dear Lucy,
Dave © Pearson Australia, a division of Pearson Australia Group
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The decision-making process
step 1 step 6
state the problem (i.e. what decision has to be made?)
evaluate your decision to see if it was the right one for you to take
step 2 gather information about the options available to you
step 5
select the best option for you and take action
step 3 step 4
consider the consequences of each option (i.e. what are the advantages and disadvantages of each?)
examine the different options available to you, using this information
After each decision is made, you should evaluate your actions and plan any changes you might make if faced with the same decision again.
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Risky situations Our thoughts, feelings and behaviour work together to determine the decisions we make in our lives. If we make a decision without taking into account how we feel, then we are likely to make a poor decision. The consequences of acting just on feelings and so without thought are also likely to be unsafe.
Thoughts Think of the options and weigh up the potential benefits or disadvantages.
Feelings How do you feel about each option?
Behaviour This is the final action we take based on what we think and how we feel about each available option.
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Resisting drugs You may be offered drugs, especially tobacco, alcohol or cannabis, and it is important to have already thought through your response to such an offer. Here are some ways to successfully resist pressures to use drugs. 1 Stop and think. Whenever someone asks you to do something, stop and think about whether it is something you want to do or if you are being pressured. 2 Decide on a strategy to resist the pressure. 3 Repeat your strategy if it does not work the first time or try another strategy. 4 Remember, most people choose not to use drugs.
What is an assertive response? Assertiveness is getting your point of view across without neglecting your rights or the rights of others. Assertiveness is different from aggression or rebellion. The following statements are examples of assertive responses to pressures to use drugs. • Smoking/drinking/cannabis use doesn’t interest me at all. I can’t see the point. • No thanks, I don’t smoke/drink/use cannabis. • No thanks, I can have a good time without smoking/drinking/using cannabis. • I don’t like what smoking/drinking/using cannabis does to my body. • No thanks, I have seen what smoking/drinking/using cannabis does to my friends. • •
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PRACTICAL ACTIVITY
Assessing and responding to risks associated with drug use
Rank the risk scenarios provided by your teacher from ‘least risky’ to ‘most risky’ below. This may differ from what the class decided as a whole.
most risky
moderately risky
least risky © Pearson Australia, a division of Pearson Australia Group
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PRACTICAL ACTIVITY
Practicing refusal skills with a partner
Select one of the risk scenarios from the previous activity. One of you acts as the ‘Avoider’ and the other acts as the ‘Tempter’ for this situation.The ‘Avoider’ must decide on an effective refusal strategy to avoid this situation. Discuss how effective it would be in reality and then swap roles for a different scenario.
Scenario:
Statements made to tempt me to get involved in this risky drug-related situation:
My refusal skills and statements:
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READING ACTIVITY Imagine your friend is in a situation where they need help and advice for a drug-related problem. In small groups, read each of the scenarios below, then write down the most appropriate action to take for this scenario, considering the following: • Should you get help for your friend? Why or why not? • What are the possible places and who are the possible people you could go to for help in this school or local community?
You are in a group of friends and are worried that a member of the group is using cannabis. They are skipping school, borrowing money and are generally out of it a lot of the time. Your friend has mentioned that they have a lot on their mind, but no one really knows what the problem is.
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You are in a group of friends and are worried about a member of your group who is drinking a lot. Whenever any of you go over to their place, they always want you to drink their parents’ alcohol if they are out. They tell you they are drinking every day after school, before their parents get home from work. Lately, your friend’s personality has changed and they are quite aggressive, flying off the handle at the slightest thing.
You are in a group of friends and are worried about a member of your group who is smoking a lot. They are always asking to borrow money from you to buy cigarettes because their parents don’t know about them smoking. They beg you to give them money because they say they really need the cigarettes to get through the day and be able to concentrate in school. Without the cigarettes, they feel tired, stressed and depressed.
As a class, discuss the following questions. • What might be some of the reasons why a friend may reject help? • How easy would it be to talk to your friend’s parents or a teacher or the school counsellor about the problems your friend is having?
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DRUGS—REALITY AND RISK REVISION 1 Classify the following drugs by their effect on the body in the table below: • low dose of cannabis • alcohol • panadol • tobacco • ventolin • high dose of cannabis.
stimulant
depressant
hallucinogen
2 Consider the following scenario: Jack is in Year 8 at school. He used to achieve high grades in all of his subjects and was a popular student best known for his sporting ability. His parents have just separated and he has found his home-life very difficult. He often has to travel long distances when he stays at his dad’s house. Jack has started smoking dope as an escape and although he expected to feel better, his life seems to be going very badly. Outline at least two examples of physical, emotional, social, economic and legal consequences that Jack may experience due to his cannabis use. • physical
• emotional
• social
• economic
• legal
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3 Which type of drug would a person be using who has dilated pupils, loss of appetite, increased energy levels, a sense of emotional and psychological euphoria, jaw clenching and no sense of reality?
‘The first thing in the human personality that dissolves in alcohol is dignity.’
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(Author Unknown)
Explain what is meant by this quote and provide three examples to support your response.
5 Analyse the following table taken from the Australian Secondary School Alcohol and Drug Survey 2007.
drinking status
age group 12–15
16–17
18–19
males (%)
Daily Weekly Less than weekly Ex-drinker (a) Never a full serve of alcohol
— 1.0 28.8 2.7 67.5
1.7 20.0 50.9 5.2 22.1
2.6 46.7 40.9 1.5 8.3
females (%)
Daily Weekly Less than weekly Ex-drinker (a) Never a full serve of alcohol
0.5 3.2 26.8 2.1 67.4
— 15.4 63.2 3.0 18.4
0.7 35.3 51.9 1.9 10.2
(a) has consumed at least a full serve of alcohol, but not in the previous twelve months.
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• Which age group had the highest percentage of weekly drinking?
• Which gender had the lowest rate of daily alcohol consumption at age 16–17?
• Propose three possible reasons why, by the age of 19 years, most of the survey respondents had consumed alcohol.
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‘The true face of smoking is disease, death and horror—not the glamour and sophistication the pushers in the tobacco industry try to portray.’ (David Byrne)
Apart from the media, identify three other sources that may influence a young person to smoke or avoid smoking.
7 Kate has a cracking headache after studying for her end of year exams. She is worried that she has left her study to the last minute and can’t take anything in because of her headache. • Suggest two reasons why she may benefit from taking analgesics for her headache.
• Suggest two reasons why she may decide to try a drug-free alternative for her headache.
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Drugs—Reality and Risk
8 Consider a celebrity who has been in the media for abusing drugs. • Describe the nature of their drug use.
• Identify some of the negative effects that occurred as a result of their drug use.
• Evaluate the impact of their drug use on other people, given that they are supposed to be a role model in society.
9 Consider the following scenario: Pete and Kristen are meeting some friends at the movies. After the movie, one of these friends invites them back to his house because his parents are away. Once home, this friend offers them a drink and some of the other friends start smoking joints to relax. Pete and Kristen are offered a joint as well. Pete and Kristen had not planned for this to happen and are uncomfortable with the situation. Help them make an informed decision to respond to these drug offers, using the decision-making process on the following page. Record your responses in or around each box.
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Drugs—Reality and Risk
Decision-making process
step 1 step 6
step 2 step 5
step 3 step 4
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Drugs—Reality and Risk
LITERACY ACTIVITY Unit vocabulary building
unit vocabulary list over-the-counter
cannabis
assertiveness
prescription
stimulant
support
medicine
psychological
depressant
analgesics
concentration
hallucinogen
mainstream
sober
irrational
carcinogenic
refusal
exposure
1 Place the following words in a sentence:
over-the-counter, prescription, medicine, analgesics
mainstream, carcinogenic
cannabis, psychological, support
blood alcohol concentration, sober
stimulant, depressant, hallucinogen
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Drugs—Reality and Risk
2 Find as many words as you can that are linked to the topic just studied that start with each letter of the alphabet.
alphabet challenge
a n b o c p d q e r f s g t h u i v j w k x l y m z
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Drugs—Reality and Risk
3 Define the following list words.
list word
definition
analgesics assertiveness cannabis carcinogenic concentration depressant exposure hallucinogen irrational mainstream medicine over-the-counter prescription psychological refusal sober stimulant support
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4 Using your definitions from activity three, create a crossword or word-search puzzle.
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Drugs—Reality and Risk
Personal evaluation –The things I liked best in this unit were…
–The things I liked least in this unit were…
–Improvements that I could suggest for this unit include…
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Drugs—Reality and Risk
Teacher feedback Teacher’s comments Task:
Student strengths:
Improvement areas:
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Drugs—Reality and Risk
Teacher’s comments (1=poor, 5=excellent)
1
2
3
4
5
application in class—contribution of ideas, listening to others quality of responses in workbook—thoughtful and thorough responses homework completion—to a consistently high standard spelling, grammar and expression—evidence of care taken when checking over work Recommendations:
Book Mark:
/10
Parent’s comments
Signed:
Date:
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