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Catchy Title: One Sniff Can Kill!
Theme/Topic of Lesson: Inhalants and the effects on individuals
Time Commitment: 3 class periods
Subject Area(s):
Language Arts
Science
Grade Level(s): 6,7,8
Standards Alignment:
Class Challenge Question: In what ways can a common household product hurt you?
Overview:
Many substances commonly found in the home (solvents, fuels, cleaning and sanitizing agents, etc.) are often misused and abused. This abuse or misuse, mainly by young people, can lead to health problems or even life threatening situations.
This lesson integrates well with the drug and alcohol unit in science classes. It aims to arm students with the information to be aware of these problems so that they can make informed intelligent decisions concerning these issues. Students will be investigating the effect of the abuse or misuse of inhalants on the human body. Students will conduct research using the Internet to perform research to answer questions in order to recognize dangerous common inhalants and to prevent their abuse.
Under the teacher's discretion, students will be teamed heterogeneously in teams of four. The teacher must keep in mind special education needs as well as individual needs when forming teams. Each student is accountable for his/her own information on the Nothing to Sniff! Internet Research Form. Students will use the jigsaw cooperative learning approach in order to locate information and to teach it to their teammates. Teams of students will create a public service announcement based on their research findings. The public service announcement integrates informative writing from Language Arts with this Science lesson.
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Life Science
(K-12) | Maryland Content Standards Indicators
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Life Science
(6-8) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.8.13
analyze changes that occur due to interactions in the environment and determine if they are beneficial or detrimental from different perspectives (e.g., producer/consumer, predator/prey, or parasite/host). | Writing
(K-12) | Maryland Content Standards Indicators
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | | Writing
(6-8) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.8.1.1
create an organizing structure that balances all aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader (MLO.W. 1.1., MLO.W. 2.1., MLO.W. 3.1.) | Speaking
(K-12) | Maryland Content Standards Indicators
Students communicate effectively in a variety of situations, with different audiences, purposes and formats. | | Speaking
(6-8) | Maryland Content Standards
Students communicate effectively in a variety of situations, with different audiences, purposes and formats. | Maryland State Indicators
6.8.1.3
create visual aids, using technology when appropriate, to support presentations | Speaking
(6-8) | Maryland Content Standards
Students communicate effectively in a variety of situations, with different audiences, purposes and formats. | Maryland State Indicators
6.8.1.1
speak and respond clearly in assuming various roles (e.g., leader, recorder, time keeper) in discussion groups | Speaking
(6-8) | Maryland Content Standards
Students communicate effectively in a variety of situations, with different audiences, purposes and formats. | Maryland State Indicators
6.8.2.3
speak in a variety of situations choosing an organizational pattern appropriate to the audience and purpose | Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Use content-specific tool
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
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Learning Objectives:
The Students will:
- Recognize dangerous inhalants commonly found in
households - State the possible harm caused by abuse of these
substances - Use a technology based approach to communicate ways to
prevent abuse and misuse of inhalants
Assessment
Individual students will be assessed by using the Learning Log and the Nothing to Sniff! Internet Research Form. Teams will also pair-assess each other's completion of Internet Research Form. Teams will be assessed using the summaries that were generated in the Nothing to Sniff! Jigsaw Activity. Teams will create a public service announcement/brochure and be assessed with the rubric.
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Resources
| Other Technology | Video camera | | Tape recorder | | Software | Inspiration | | Publication Software Microsoft Word (teacher formatted brochure) or Microsoft Publisher (brochure template highly recommended for this assessment) | | Print Materials | What to Teach Kids About Inhalants For Parents, Teachers, and Other Caregivers (The Parenting for Prevention Information Series) Johnson Institute. 1998. | | Public Service Announcement advertisements | | Inhalants (Just the Facts) Connolly, Sean. Heinemann Library. 2002. | | Inhalant Drug Dangers (Drug Dangers) Monroe, Judy. Enslow Publishers Inc. 1999. | | Inhalants and Your Nasal Passages: The Incredibly Disgusting Story (Incredibly Disgusting Drugs) O'Donnell, Kerri. Rosen Publishing Group, 2001. | | Video(s) | The optional video on Day 3 is a teacher-compiled tape of various public service announcements | | Internet Sites | National Institute on Drug Abuse Information on all types of drug abuse and a search
engine of National Institute on Drug Abuse web pages | | http://www.nida.nih.gov/ | | National Inhalant Prevention Coalition Web Site This site gives health information on inhalant use and its effect on the body. Spanish text available. | | http://www.inhalants.org | Partnership for a Drug Free America This source is an extensive information resource
for the teacher to use in preparing the lesson.
Provides a kid/teen section, links, and other
valuable resources for a variety of drugs | | http://www.drugfreeamerica.org/Home/Default.asp?ws=PDF |
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Materials
Per class- Computer with Internet access connected to
presenter/TV - Video camera
- Television with VCR (if choosing to view PSAs)
- Cassette recorder (if needed for sound effects)
- VCR and audio tapes
- Large piece of chart paper
Per student team/group of 4- Jigsaw Expert Cards (View)
- Oral Scoring Tool (View)
- PSA Checklist (View)
- Public Service Announcement Assessment (View)
- Public Service Announcement Rubric (View)
- WebQuest (View)
- One computer with Internet access per team
- Computers with Microsoft Word/Publisher software
installed
Per Student- Exit Ticket (View)
- Jigsaw Activity (View)
- Computer with Internet access per student (or see
team information)
Vocabulary
- Inhalant - gas or vapor inhaled with the purpose of
reaching a high
- Solvent - chemical capable of dissolving another
substance
- Huffing/Sniffing - the act of inhaling harmful
substances to reach a high
- Substance Abuse - the misuse of a substance to reach
a high
- Sudden Sniffing Death Syndrome (SSDS) - user can die
instantly from the use of inhalants
Procedures
The students will construct meaning after they have been
given the opportunity to categorize household chemicals
that the teacher brings in for the warm-up. Students will
then use this information in order to individually locate
and check for understanding their findings. Students will
locate causes and effects of the use of inhalants among
teens. Students in teams may use not only print material
but also the Internet sites that are on the Internet
Research form. The teacher will give a designated period of
time for each activity to be completed (allowing for extra
time for special needs students). Using teaming strategies
as follows: tech manager/facilitator (in charge of locating
web sites and reporting team information to the class),
recorder (records information for the team), researcher
(locates the information on the web site), time keeper
(manages the time for the team), will ensure all students
have a significant role in the activities and differentiate
for all learners. The classroom configuration should be
conducive for teaming. Desks placed in groups of 4-5,
depending on the class size are a good way to incorporate
teaming. The instructional strategies that are incorporated
into this lesson are: learning logs, cooperative learning,
and collaborative groups. The technology configuration for
this lesson varies, depending on the class. The teacher may
decide on either a lab or mini-lab setting with Internet
access for the three-day lesson. When students are using
the Internet, the teacher can change the view of the text
to enlarge it for readers with limited eyesight. Students
will be pre-assessed through a concept attainment warm-up
activity. The teacher will utilize Inspiration while
working through the lesson
Day 1: Nothing to Sniff At!
Daily Challenge Question: What's accessible in your home?
1 Day
Set-up Directions:
The teacher should have classroom set up in a team configuration. All papers/forms should be run off for individuals/teams. All materials should be gathered from home. The teacher should check all of the Internet resources to make sure they are current and have the Inspiration document ready for student responses.
Teacher Presentation & Motivation:
Warm-Up Activity:
The teacher has a basket of various household products from home. (Items can include: glue, hair spray, correction fluid, air freshener, nail polish remover, cleaning product, etc.) This question is on the board and students should respond to it in their learning log:
Question: Which of these household products could be misused to lead to health problems? State your reason why next to each response.
Teacher sets timer for 10-12 minutes for students to observe and respond.
Students will share within their teams their responses. (5 minutes)
The facilitator from each team, reports out one product their group chose and the supporting reason(s) for that choice.
The teacher will use Inspiration in order to record team responses. (The class will go back to this the next class and verify/modify their responses.)
Main Idea: Household Products
Subcategories: Misuse can lead to health problems
Each team should give a different response. The facilitator will deliver the information.
Activity 1 - Activity 1
In teams, students will locate and record information on their Research Information form. (20 minutes)
Each student is responsible for recording answers in his/her own words.
The facilitator will report to the class one answer from the first five questions.
Wrap Up:
The teacher will bring closure to the students by having students write down one fact that he/she learned from today's lesson using the Internet. The teacher can use the Exit Ticket as a means of collecting this information. (7 minutes)
2: Nothing to Sniff At!
Daily Challenge Question: How do inhalants affect the human
body?
Set-up Directions:
The teacher should have the classroom set up in a team configuration. All papers/forms should be run off for individuals/teams. All materials for teams should be gathered and Internet resources should be checked for current information.
Teacher Presentation & Motivation:
* Warm-Up Activity:
- The teacher should revisit the Inspiration document they created from yesterday's lesson. (The teacher should place on chart paper for students to view if they cannot view it on a
presentation device.)
-Discuss what students could now change, modify, or add to the information they learned in the previous lesson. (5-7 minutes)
- Teacher/student-volunteer can edit the Inspiration document.
Activity 1 - Activity 1
- In teams, each student will be given a Jigsaw Expert
card, labeled A, B, C, or D. Each category correlates
to a body organ/system. See instructions on Asset
3_Jigsaw Activity. The students will move to their
"expert" teams in order to research and summarize
their response. (15-20 minutes)
- During "expert" groups, students should pair-share
their findings in their own words to check for
understanding. (1
Wrap Up:
Have students revisit their Learning Log and add to the previous day's lesson's list of harmful products and add new facts they found that associate with any 2 products. (You may increase or decrease this number.)
Day 3: Nothing to Sniff At!
Daily Challenge Question: What can you do to help students?
1 Day
Set-up Directions:
The teacher should have the classroom set up in a team configuration. A TV/VCR hook up should be available for viewing tapes. Checklists/rubrics should be available for teams.
Note: There are options here. If you choose not to tape a few Public Service Announcements (PSA), then request print ads and/or posters. Either of these sources can help you:
http://www.inhalants.org/ or
http://www.drugfreeamerica.org/Commercials/Default.asp?ws=PDFA&vol=1&grp=Commercials
Often times you can find them in magazines, as well.
Teacher Presentation & Motivation:
Warm-Up Activity:
The teacher could show various public service announcements taped from television or link to a web site to the students. (Note: you may choose to record two from the television to show.)
After each announcement (2 will get the point across) - ask the students to respond in their Learning Log to the following: (write on board)
* What message is being communicated through this announcement?
* What makes this different from an advertisement (commercial)?
* Allow 7 minutes for students to respond in their Learning Logs.
Pass out the Public Service Announcement (PSA) Assessment and discuss.
Activity 1 - Activity 1
Students will decide in which format their team will
take to create the PSA.
Activity 2 - Activity 2
Once students have decided what format to use, they
will then be given rubrics for the PSA creation (Asset
5 & Asset 6
Each student is responsible for input into the PSA.
Wrap Up:
Enrichment Options
Parent-Home Connection
The class could create a newsletter about current studies involving inhalant use, misuse and abuse.
Cross-Curricular Extensions
Language Arts
Write a fictional story about a student who uses inhalants. The story should include health problems, behavioral changes and memory loss associated with inhalant use to inform others of the problems of inhalant misuse and abuse.
Mathematics
Students can collect data from their own homes on the amount of household chemicals they can find in each area of the house. Students can then, graph this data.
Science
Students can study other effects of substances abused by teens.
Students can study other "natural" recipes for use in the home as household cleaning products, etc.
Technology
Students can create a PowerPoint presentation describing all that they have learned from this lesson.
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As a reflective practitioner, note how this lesson could be
adjusted after its initial implementation. How successful
were the students? What did the assessment demonstrate
about the students? learning? What skills do the students
need to revisit? What instructional strategies worked and
what made them successful? What will you change the next
time you use this lesson? Why?
Author: Carole Blake and Bennett Seidenstein
Modified by: Terrie L. Hartman
Program: EnviroHealthLink
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