Grade Level: Grades 9 – 12
Subject: Substance Use and Addiction
Time Required: 70 minutes
(with additional activities to follow)
- HPE – Healthy Living Strand, Living Skills
Many students don’t know of the dangers associated with driving under the influence of drugs. This may be a controversial activity!
- Read or display the statements listed in Appendix 1a – Minds On: Statements.
- Place “True…False” signs in four corners of the room. (See Appendix 1b – Classroom corner signs)
- Ask students to move to the corner of the room which best indicates their response to the statements.
Development: (10 minutes)
- Conduct a debrief. (Appendix 2a – Background information for debrief)
- Watch one (or more) of the suggested PSAs with the students. (See Appendix 2b)
Action: (55 minutes)
- Students will respond to the journal entries in Appendix 3a – Journal Response. See Appendix 3b for corresponding rubric (15 minutes). Note: This activity can be used as an introduction to the I.D.E.A.L. decision-making model.
- Some responses can be shared once completed. (5 minutes)
- In a small group, students will brainstorm a scenario where they are faced with making a decision about driving while under the influence of drugs. Students will complete the I.D.E.A.L. decision-making worksheet (see Appendix 4b) (15 minutes). Note: Appendix 4a, teacher reference for I.D.E.A.L. decision-making model and Appendix 4c – I.D.E.A.L. Rubric.
- Students rehearse and act out their scenario. (20 minutes)
Minds On: (20 minutes)
- Students will rehearse their scenarios and then perform them for the class.
- Students can be encouraged to present their skits in front of the school at an assembly or for a class in a younger grade.
Action: (50 minutes)
- Students will complete Appendix 5a – designing a poster, T-shirt or a 1-page magazine ad that is based on research about the impact of driving while under the influence of drugs.
- Research and completion of the worksheet. (20 minutes)
- Design of a poster, ad or T-shirt. (30 minutes) Note: Appendix 5b for rubric.
Minds On: (5 minutes)
- Show another PSA (see Appendix 2b) and discuss the effectiveness of the message.
Action: (25 minutes)
- Allow students to spend more time designing their poster, ad or T-shirt.
Consolidation: (25 minutes)
- Gallery walk.
- Students display their work in order to receive feedback from their peers.
Appendix 1a – Minds On: Statements
Appendix 1b – Classroom corner signs
Appendix 2a – Background information for debrief
Appendix 2b – Public Service Announcements
Appendix 3a – Journal Response
Appendix 3b – Journal Response Rubric
Appendix 4a – Teacher reference for the journal and I.D.E.A.L. decision making model assignments
Appendix 4b – Student reference for the journal and I.D.E.A.L. decision making model assignments
Appendix 4c – I.D.E.A.L. Activity Rubric
Appendix 5a – Driving ‘High’ Media Assignment
Appendix 5b – Driving ‘High’ Media Assignment Rubric
Appendix 6 – Additional supporting information
Writing utensils and paper for each student
Student phones, iPads, or video cameras
Permission forms and photo release
More information: Impaired Driving topic page
Oral: Use speaking skills and strategies appropriately to communicate with different audiences, particularly for peers.
Writing: Generate, gather and organize ideas and information to write for an intended purpose and audience.