Reality Check: Drug Use Busters
Created byKristina Eppinga
0 views0 downloads

Reality Check: Drug Use Busters

Grade 9Health6 days
In the "Reality Check: Drug Use Busters" project, 9th-grade health students become informed health advocates, dispelling myths about teen substance use and empowering their community to make healthy choices. Through activities like myth-busting, researching drug effects, evaluating resources, and practicing resistance skills, students gain a comprehensive understanding of the issue. The project culminates in a persuasive campaign, encouraging teens to avoid drug use and promoting a drug-free environment in schools and communities.
Teen Substance UseDrug PreventionHealth AdvocacyMyth-BustingResistance SkillsCommunity ActionPersuasive Communication
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.In what ways can we, as informed health advocates, dispel harmful myths about teen substance use and empower our community to make healthy choices?

Essential Questions

Supporting questions that break down major concepts.
  • How do different drugs affect the teenage body differently?
  • What are common misconceptions about drug use among teens, and what is the reality?
  • Where can teens find reliable information and support for avoiding drug use?
  • What strategies can teens use to resist peer pressure to use drugs?
  • What are the internal and external factors that influence a teen's decision to use drugs?
  • How can schools and communities work together to create a drug-free environment?
  • What is the most effective way to persuade other teens to avoid drug use?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to describe the short-term and long-term health consequences of alcohol, tobacco, and other drug use.
  • Students will be able to understand the effects of stimulants, depressants, and hallucinogens on the teenage body.
  • Students will be able to clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.
  • Students will be able to locate resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources.
  • Students will be able to demonstrate skills to resist using alcohol, tobacco, and other drugs.
  • Students will be able to analyze internal and external pressures to use alcohol, tobacco, and other drugs.
  • Students will be able to advocate for ways schools and communities can promote a drug-free environment.
  • Students will be able to present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.

Health Education Standards

HE.9.1
Primary
Describe the short-term and long-term health consequences of alcohol, tobacco, and other drug use.Reason: Directly addresses the project's focus on the health consequences of substance use.
HE.9.2
Primary
Understand the effects of stimulants, depressants, and hallucinogens on the teenage body.Reason: Focuses on the physiological effects of different drug categories, which is a core element of the project.
HE.9.3
Primary
Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.Reason: Directly aligns with the project's goal of dispelling myths about teen substance use.
HE.9.4
Primary
Locate resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources.Reason: Emphasizes the importance of finding and evaluating reliable resources, a key skill for informed health advocacy.
HE.9.5
Primary
Demonstrate skills to resist using alcohol, tobacco, and other drugs.Reason: Focuses on developing resistance skills, which is crucial for preventing substance use.
HE.9.6
Primary
Analyze internal and external pressures to use alcohol, tobacco, and other drugs.Reason: Addresses the pressures that influence substance use decisions, providing a deeper understanding of the issue.
HE.9.7
Primary
Advocate for ways schools and communities can promote a drug-free environment.Reason: Encourages students to take an active role in promoting a drug-free environment, aligning with the project's advocacy component.
HE.9.8
Primary
Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.Reason: Culminates in a persuasive presentation, reinforcing the project's goal of influencing others to make healthy choices.

Entry Events

Events that will be used to introduce the project to students

The 'MythBusters' Challenge: Drug Edition

Inspired by the TV show 'MythBusters,' students are presented with common myths about teen substance use. Their task is to design and conduct mini-experiments or research projects to 'bust' these myths using scientific data and evidence, mirroring real-world research and creating high engagement.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Myth vs. Fact: Drug Use Unveiled

Students begin by identifying and dissecting common myths surrounding teen substance use. They will select a specific myth to investigate, setting the stage for evidence-based debunking later in the project.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of common myths about alcohol, tobacco, and other drug use among teens (e.g., "Everyone is doing it," "It only affects you if you do it all the time," etc.).
2. Choose one myth from the list that you find particularly interesting or concerning.
3. Write a paragraph explaining why this myth is harmful and what potential consequences it could have on teens' decisions.

Final Product

What students will submit as the final product of the activityA detailed paragraph outlining a chosen myth, its potential harm, and its impact on teen decision-making.

Alignment

How this activity aligns with the learning objectives & standardsDirectly aligns with HE.9.3 (Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.)
Activity 2

Drug Effects: Stimulants, Depressants, and Hallucinogens

In this activity, students will research the specific effects of stimulants, depressants, and hallucinogens on the teenage body, creating a foundation for understanding the physical dangers of drug use.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide into three groups: Stimulants, Depressants, and Hallucinogens.
2. Each group researches the effects of their assigned drug category on the teenage body, focusing on both short-term and long-term consequences.
3. Create a presentation summarizing your findings. Include specific examples of drugs in each category and their impact on different body systems.

Final Product

What students will submit as the final product of the activityA presentation detailing the effects of stimulants, depressants, and hallucinogens on the teenage body, including specific examples and consequences.

Alignment

How this activity aligns with the learning objectives & standardsCovers HE.9.2 (Understand the effects of stimulants, depressants, and hallucinogens on the teenage body.) and HE.9.1 (Describe the short-term and long-term health consequences of alcohol, tobacco, and other drug use.)
Activity 3

Resource Roundup: Finding Valid Information

Students will learn to identify and evaluate credible sources of information about drug use, equipping them with the skills to distinguish fact from fiction online and in their community.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Locate three resources (websites, community organizations, etc.) that provide information about alcohol, tobacco, and other drug use prevention and cessation.
2. Evaluate the validity of each resource using criteria such as author credentials, publication date, funding sources, and evidence-based information.
3. Write a brief review of each resource, explaining its strengths and weaknesses and whether you would recommend it to a friend.

Final Product

What students will submit as the final product of the activityA collection of resource reviews, assessing the validity and reliability of different sources of information about drug use.

Alignment

How this activity aligns with the learning objectives & standardsAddresses HE.9.4 (Locate resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources.)
Activity 4

Pressure Points: Internal and External Influences

This activity explores the various internal and external pressures that can influence a teen's decision to use drugs, fostering a deeper understanding of the complexities of substance use.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of internal pressures (e.g., curiosity, stress, low self-esteem) and external pressures (e.g., peer pressure, media influence, family environment) that might lead a teen to use drugs.
2. Choose one internal and one external pressure from your list.
3. Write a short story or create a comic strip illustrating how these pressures might affect a teen's decision-making process.

Final Product

What students will submit as the final product of the activityA short story or comic strip depicting the influence of internal and external pressures on a teen's decision to use drugs.

Alignment

How this activity aligns with the learning objectives & standardsCorresponds with HE.9.6 (Analyze internal and external pressures to use alcohol, tobacco, and other drugs.)
Activity 5

Resistance Toolkit: Saying 'No' to Drugs

Students will develop and practice strategies for resisting peer pressure to use drugs, building confidence and empowering them to make healthy choices.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and identify five effective strategies for resisting peer pressure to use drugs (e.g., assertive communication, avoiding high-risk situations, finding supportive friends).
2. Create a role-playing scenario where you are offered drugs by a peer.
3. Practice using the strategies you identified to confidently refuse the offer and exit the situation.

Final Product

What students will submit as the final product of the activityA recorded role-playing scenario demonstrating effective resistance skills in a drug-related situation.

Alignment

How this activity aligns with the learning objectives & standardsReinforces HE.9.5 (Demonstrate skills to resist using alcohol, tobacco, and other drugs.)
Activity 6

Community Action Plan: Promoting a Drug-Free Environment

In this activity, students brainstorm and propose practical ways that schools and communities can promote a drug-free environment, turning their knowledge into actionable solutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of ways that schools and communities can promote a drug-free environment (e.g., educational programs, support groups, stricter policies, community events).
2. Choose one idea from your list that you think would be particularly effective.
3. Develop a detailed action plan outlining how your idea could be implemented in your school or community, including specific steps, resources needed, and potential challenges.

Final Product

What students will submit as the final product of the activityA detailed action plan proposing a specific initiative to promote a drug-free environment in the school or community.

Alignment

How this activity aligns with the learning objectives & standardsSupports HE.9.7 (Advocate for ways schools and communities can promote a drug-free environment.)
Activity 7

Persuasive Campaign: Empowering Teens to Choose Health

Culminating the project, students will create a persuasive campaign aimed at convincing other teens to avoid drug use, synthesizing their learning and applying it to a real-world context.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a target audience for your campaign (e.g., middle school students, high school athletes, etc.).
2. Develop a persuasive message that resonates with your target audience, using facts, data, and emotional appeals.
3. Create a campaign using various media (e.g., posters, videos, social media posts) to deliver your message and encourage teens to make healthy choices.

Final Product

What students will submit as the final product of the activityA persuasive campaign utilizing multiple media formats to discourage drug use among teens.

Alignment

How this activity aligns with the learning objectives & standardsCulminates in HE.9.8 (Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth.) and integrates all previous learning goals.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Reality Check: Drug Use Busters Portfolio Rubric

Category 1

Understanding Drug Effects and Consequences

This category assesses the student's ability to accurately describe the effects of different drug categories and the associated health consequences.
Criterion 1

Accuracy of Information

The extent to which the student accurately describes the effects of stimulants, depressants, and hallucinogens on the teenage body, including both short-term and long-term consequences.

Exemplary
4 Points

Demonstrates a sophisticated and comprehensive understanding of the effects of stimulants, depressants, and hallucinogens on the teenage body, providing detailed and accurate information on both short-term and long-term consequences, and including specific examples of drugs within each category and their impact on various body systems.

Proficient
3 Points

Demonstrates a thorough understanding of the effects of stimulants, depressants, and hallucinogens on the teenage body, providing accurate information on both short-term and long-term consequences, and including examples of drugs within each category.

Developing
2 Points

Shows an emerging understanding of the effects of stimulants, depressants, and hallucinogens on the teenage body, providing some information on short-term or long-term consequences, but with some inaccuracies or omissions.

Beginning
1 Points

Shows a limited understanding of the effects of stimulants, depressants, and hallucinogens on the teenage body, with significant inaccuracies or omissions in the information provided.

Category 2

Myth-Busting and Critical Thinking

This category assesses the student's ability to identify, analyze, and debunk common myths about teen substance use using evidence-based reasoning.
Criterion 1

Myth Identification and Analysis

The extent to which the student accurately identifies and analyzes common myths about teen substance use, explaining the potential harm and consequences of these myths.

Exemplary
4 Points

Identifies and analyzes myths with exceptional insight, clearly articulating the harmful potential and far-reaching consequences on teen decision-making; demonstrates a nuanced understanding of the social and psychological factors that perpetuate these myths.

Proficient
3 Points

Accurately identifies and analyzes myths, clearly explaining the harmful potential and consequences on teen decision-making.

Developing
2 Points

Identifies some myths but struggles to fully analyze their harmful potential and consequences on teen decision-making.

Beginning
1 Points

Shows difficulty identifying and analyzing myths, with limited understanding of their harmful potential and consequences on teen decision-making.

Criterion 2

Evidence-Based Reasoning

The extent to which the student uses evidence and data to debunk the chosen myth.

Exemplary
4 Points

Uses compelling evidence and data from credible sources to convincingly debunk the chosen myth, demonstrating a sophisticated understanding of research methodologies and statistical analysis.

Proficient
3 Points

Uses evidence and data from credible sources to effectively debunk the chosen myth.

Developing
2 Points

Uses some evidence and data, but the connection to debunking the myth is not always clear or convincing; sources may not be entirely credible.

Beginning
1 Points

Provides little to no evidence or data to support the debunking of the myth; sources are not credible.

Category 3

Resource Evaluation and Information Literacy

This category assesses the student's ability to locate and evaluate the validity of resources related to drug use prevention and cessation.
Criterion 1

Resource Identification and Selection

The extent to which the student identifies relevant and credible resources for information on drug use prevention and cessation.

Exemplary
4 Points

Identifies a diverse range of highly relevant and credible resources, demonstrating a sophisticated understanding of the types of resources available and their suitability for different audiences.

Proficient
3 Points

Identifies relevant and credible resources for information on drug use prevention and cessation.

Developing
2 Points

Identifies some resources, but their relevance or credibility is questionable.

Beginning
1 Points

Struggles to identify relevant or credible resources.

Criterion 2

Validity Assessment

The thoroughness and accuracy of the student's evaluation of the validity of the identified resources, using appropriate criteria.

Exemplary
4 Points

Provides a comprehensive and insightful evaluation of the validity of each resource, using a wide range of criteria (e.g., author credentials, publication date, funding sources, evidence-based information) and demonstrating a nuanced understanding of the limitations of each resource.

Proficient
3 Points

Provides a thorough and accurate evaluation of the validity of each resource, using appropriate criteria (e.g., author credentials, publication date, funding sources, evidence-based information).

Developing
2 Points

Provides a basic evaluation of the validity of each resource, but the criteria used may be limited or not fully appropriate.

Beginning
1 Points

Fails to adequately evaluate the validity of the resources or uses inappropriate criteria.

Category 4

Analysis of Pressures and Resistance Skills

This category assesses the student's ability to analyze internal and external pressures that contribute to drug use and to demonstrate effective resistance skills.
Criterion 1

Pressure Analysis

The depth and insight of the student's analysis of internal and external pressures that influence teen drug use.

Exemplary
4 Points

Demonstrates a profound understanding of the complex interplay between internal and external pressures, providing insightful examples and analyzing their impact on teen decision-making with exceptional clarity and nuance; shows exceptional awareness of personal biases and societal influences.

Proficient
3 Points

Provides a thorough analysis of internal and external pressures that influence teen drug use, providing clear examples and explaining their impact on decision-making.

Developing
2 Points

Identifies some internal and external pressures, but the analysis lacks depth and clarity; the connection to teen decision-making is not always clear.

Beginning
1 Points

Shows limited understanding of internal and external pressures and their influence on teen drug use.

Criterion 2

Resistance Skill Demonstration

The effectiveness and confidence with which the student demonstrates resistance skills in a simulated drug-related situation.

Exemplary
4 Points

Demonstrates resistance skills with exceptional confidence and assertiveness, effectively navigating the simulated situation and demonstrating a sophisticated understanding of communication techniques and de-escalation strategies.

Proficient
3 Points

Demonstrates resistance skills effectively and confidently, successfully refusing the offer and exiting the simulated situation.

Developing
2 Points

Demonstrates some resistance skills, but lacks confidence or struggles to effectively refuse the offer and exit the simulated situation.

Beginning
1 Points

Shows limited resistance skills and is unable to effectively refuse the offer or exit the simulated situation.

Category 5

Advocacy and Community Action

This category assesses the student's ability to advocate for a drug-free environment and propose practical solutions for schools and communities.
Criterion 1

Action Plan Development

The feasibility, creativity, and level of detail in the student's proposed action plan for promoting a drug-free environment.

Exemplary
4 Points

Develops a highly innovative and feasible action plan that demonstrates a deep understanding of community dynamics and resource allocation, proposing practical solutions that address the root causes of drug use and promote sustainable change; anticipates potential challenges and develops proactive mitigation strategies.

Proficient
3 Points

Develops a detailed and feasible action plan that proposes practical solutions for promoting a drug-free environment in the school or community.

Developing
2 Points

Proposes some ideas for promoting a drug-free environment, but the action plan lacks detail or feasibility.

Beginning
1 Points

Struggles to propose viable ideas or develop a coherent action plan for promoting a drug-free environment.

Criterion 2

Persuasive Communication

The effectiveness and persuasiveness of the student's campaign message and media in encouraging teens to make healthy choices.

Exemplary
4 Points

Develops a highly persuasive campaign that demonstrates a sophisticated understanding of the target audience, utilizing compelling messaging and innovative media formats to effectively promote healthy choices and inspire positive change; campaign is exceptionally creative, culturally sensitive, and ethically sound.

Proficient
3 Points

Develops a persuasive campaign that effectively delivers its message and encourages teens to make healthy choices, utilizing appropriate media formats.

Developing
2 Points

Creates a campaign, but the message is not always clear or persuasive, and the media formats may not be appropriate for the target audience.

Beginning
1 Points

Struggles to create a coherent campaign or develop a persuasive message.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned about teen substance use during this project?

Text
Required
Question 2

Which activity do you think had the biggest impact on your understanding of drug use and why?

Text
Required
Question 3

How confident do you feel in your ability to resist peer pressure to use drugs?

Scale
Required
Question 4

What is one thing you would do differently if you were to create another campaign to discourage drug use?

Text
Required
Question 5

How has this project changed your perspective on the role of schools and communities in preventing drug use?

Text
Required