Driving Under the Influence

Subject Area: Substance Use and Addiction

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

Title: Drugged Driving

Overall Expectations: HPE – Healthy Living Strand, Living Skills


Summary of Lesson

Through role playing and creative product design, students will learn to apply the I.D.E.A.L. decision making model to the context of driving while under the influence of drugs.


  • 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.



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 drugged. 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)

(Additional Activities)


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 will display their work in order to receive feedback from their peers.