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Lesson Plan
Name: Shanie (Michelle) Cruz-Perez
Grade Level: 11
Content Area: Alcohol, Tobacco, and Other Drugs (ATOD)
Topic: Substance Abuse
Standards:
1.2.A: Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain
function, and behavior.
1.9.A: Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence,
and risky sexual behavior.
Objectives:
At the end of the lesson, the student will be able to categorize 6 drug samples into their
corresponding pharmacological groups and how they are used. (e.g., Stimulants, Depressants,
Hallucinogens, Narcotics, Cannabis, Organic Solvents).
At the end of the lesson, the student will be able to give 2 examples of how drug abuse can
impact an individual’s personal life.
Intro: Time 10 min
Introduce the topic to students by asking students to define the term “drugs”. Proceed by also
asking what they think “substance abuse” means. Allow for students to voluntarily raise their
hands or randomly choose 3 to 4 students. I will then continue by showing them an educational
video from the Partnership at Drugfree.org called “Wrecked,” which gives insight into the
impact of substance abuse in youth’s lives. It is a 10 minute video that gives an insight into the
consequences and impact drugs have when abused. However, for the sake of time, I will cut the
video in half, as the discussion is part of this introduction.
Link to video: https://www.youtube.com/watch?v=jaU-XWSNFwA
Procedure:
Lecture: Time 30 min
1. Lecture will be in the form of a PowerPoint presentation. It is called “Substance Abuse:
A Closer Look”. It will define a few important terminologies, include important statistics,
and discuss a few effects of substance abuse.
2. Slide 1: Title: Substance Abuse: A Closer Look; with a picture, relevant to drug abuse.
3. Slide 2: What is drug abuse? Its definition.
4. Slide 3: Substance Dependence (vs Substance Abuse)
5. Slide 4: Stimulants
 Shanie (Michelle) Cruz-Perez

6. Slide 5: Depressants
7. Slide 6: Hallucinogens
8. Slide 7: Narcotics
9. Slide 8: Cannabis
10. Slide 9: Organic Solvents
11. Slide 10: Commonly abused drugs by adolescents and young adults. Exhibit statistics in
the form of a graph.
12. Slide 11: Negative consequences of substance abuse
13. Slide12: Negative consequences continued

Activity 1: Time 10 min

1. Divide the class into groups of 4 or 5.
2. Hand out students a hand out on different types of drugs and another handout with
pictures of bogus drugs (Janowiak, 2009).
3. They will look at the handout with the pictures of the bogus drugs and cut out 2 bogus
drug samples for the pharmacological group of drugs I choose for them.
For example: for alcohol (a pharmacological type of drug), they will choose from
either a bottle of vodka and beer, or whatever is in the handout.
4. Ask each group to respond to these questions:
 Describe the type of drug that your group selected and how it is used. What drug
category does your sample fit in (narcotics, depressants, stimulants,
hallucinogens, cannabis, or organic solvents) (Janowiak, 2009)?
 Is the drug used for medical, legal recreational, illegal recreational, or illegal
instrumental use (taking a prescription drug without a prescription, such as taking
a non-prescribed amphetamine to drive through the night) (Janowiak, 2009)?
Activity 2: Time 5 minutes
1. After completing Activity 1, have a short open discussion with students. This will be
an opportunity for them to freely give their opinion, free of biases or judgment, with
no right or wrong answer; let students know as well. Participate in the discussion by
giving my own opinions as well. This will help to encourage them to participate in the
discussion. Asking them the following questions:
o What kinds of unwanted situations can people find themselves in
if they drink too much?
o What is an example of a consequence from abusing certain drugs, like
drinking too much or taking pain medications to get high often,
that can’t be undone?
Conclusion: Time 3 minutes
Assessment:
Exit slip: Name 2 pharmacological drug types and name an example of each.
 Shanie (Michelle) Cruz-Perez

Time:
Intro: 10 minutes
Lecture: 30 minutes
Activity: 15 minutes
Materials:
1. Overhead projector (for PowerPoint presentation)
2. Laptop
3. PowerPoint Presentation. This should already be saved in instructor or substitute’s laptop.
4. 30 handouts of the pharmacological drug types for activity
5. 30 handouts of bogus drug samples for class activity
6. Scissors
7. Tape
8. Markers
9. 6 Large white poster boards
 Shanie (Michelle) Cruz-Perez

APA references:
Amphetamines. In Center for Substance Abuse Research. (2013). Retrieved from

http://www.cesar.umd.edu/cesar/drugs/amphetamines.asp

Centers for Disease Control and Prevention, The National Institute for Occupational Safety and

Health (NIOSH). (2013). Organic solvents. Retrieved from

https://www.cdc.gov/niosh/topics/organsolv/

Drug Enforcement Administration. (n.d.) Drugs fact sheet: Narcotics. Retrieved from

https://www.dea.gov/druginfo/drug_data_sheets/Narcotics.pdf

Janowiak J. (2009). Lessons from the street: An introduction to drug education. American

Journal of Health Education, 40. Retrieved from

http://files.eric.ed.gov/fulltext/EJ871138.pdf

National Institute on Drug Abuse. (2016). What are hallucinogens? Retrieved from

https://www.drugabuse.gov/publications/drugfacts/hallucinogens

National Institute on Drug Abuse. (2016). (2015). Prescription and over-the-counter

medications. Retrieved from

https://www.drugabuse.gov/publications/drugfacts/prescription-over-counter-medications

National Institute on Drug Abuse. (2016). What are CNS depressants? Retrieved from

https://www.drugabuse.gov/publications/research-reports/prescription-drugs/cns-

depressants/what-are-cns-depressants

National Institute on Drug Abuse. (2016). Marijuana: What is marijuana? Retrieved from

https://www.drugabuse.gov/publications/drugfacts/marijuana

Scholastic, Heads Up. (n.d.) Drugs and your life. Retrieved from

http://headsup.scholastic.com/sites/default/files/NIDA11-INS3_Stu_Mag.pdf

Substance Abuse and Dependence. (n.d.). Retrieved from

 Shanie (Michelle) Cruz-Perez

http://www.csun.edu/~hcpsy002/0135128978_ch9.pdf
 Shanie (Michelle) Cruz-Perez

Content Outline:
Lesson Plan
Name: Daisy Martinez
Grade Level: 12
Content Area: ATOD
Topic: Substance Abuse
Standards:
1.2.A: Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain
function, and behavior.
1.9.A: Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence,
and risky sexual behavior.
Objectives:
At the end of the lesson, the student will be able to categorize 6 drug samples into their
corresponding pharmacological groups and how they are used. (e.g., Stimulants, Depressants,
Hallucinogens, Narcotics, Cannabis, Organic Solvents).
At the end of the lesson, the student will be able to give 3 examples of how drug abuse can
impact an individual’s personal life.
Anticipatory Set
1. Ask question aloud: “What is a drug?”
2. Proceed by also asking what they think “substance abuse” means.
3. Show 5 minutes of the video “Wrecked”, by Drugfree.org.
Procedure:
Lecture:
1. Drug Abuse PowerPoint lecture
Activity 1:
1. Divide the class into groups of 4 or 5
2. Have students coordinate drug samples to their drug types
3. Have a short discussion about the activity
Activity 2: Have a short discussion with students about the negative impact of abusing
certain drugs.
Conclusion:
Assessment:
 Shanie (Michelle) Cruz-Perez

Exit slip: Name 2 pharmacological drug types and name an example of each.
Time:
Intro: 10 minutes
Lecture: 30 minutes
Activity: 15 minutes
Materials:
1. Overhead projector (for PowerPoint presentation)
2. Laptop
3. PowerPoint Presentation. This should already be saved in instructor or substitute’s
laptop.
4. 30 handouts of the pharmacological drug types for activity
5. 30 handouts of bogus drug samples for class activity
6. Scissors
7. Tape
8. Markers
9. 6 Large white poster boards