Driving while Under the Influence of Drugs

Using the I.D.E.A.L. decision-making model, students work through scenarios related to driving under the influence of drugs. They use their findings and research to create short skits and a promotional design such as an advertisement, T-shirt or poster.

Grade Level: Grades 9 – 12

Subject: Substance Use and Addiction

Time Required: 70 minutes
(with additional activities to follow)

Overall Expectations:

  • 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!

Lesson 1

Introduction/Minds On:
(5 minutes)

Development: (10 minutes)

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)

Lesson 2

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.

Lesson 3

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.