Alcohol and its Dangers Lesson Plan

Descriptive Information
Teachers: Conor Kollar, Gio Frenda, Kaila Gonzalez
Skill Emphasis (NHES): Decision Making
Performance Indicators
5.12.2- Determine the value of applying a thoughtful decision-making
process in health-related situations
Grade Level: 9th
Content Area of Health: Alcohol
Sub-Topic Area: Potential Dangers of Alcohol
Title of Lesson: Blame it on the A-a-a-a-alcohol: Think before you drink

PA Standard (Health & PE):

10.1.9.A: Analyze factors that impact growth and development between
adolescence and adulthood
Interpersonal communication
Risk factors including substance abuse
10.1.9.E: Analyze how personal choice, disease, and genetics can impact
health maintenance and disease prevention
10.2.9.D: Analyze and apply a decision-making process to adolescent health
and safety issues
Curricular Connections: English
Adolescent Risk Behavior (if applicable): Alcohol and Other Drug Use

Behavioral Objective(s)
Cognitive: The student will be able to identify the side effects of alcohol
consumption during the content portion of the lesson, and will make
connections to how those dangers can affect their life.
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Affective: The student will work with classmates to determine how they will
budget their money during the Party Gone Wrong activity.
Skill (Decision Making): The student will be able to reflect on what
decision they would make if they were in a situation where they were offered
alcohol during the Blackout activity.

Brief Outline of Todays Lesson

1.
Bell Ringer: Crossword Puzzle (Games)
2.
Introduction to the Lesson
3.
Content & (Instructional Strategies)

What do you think of when you hear the word alcohol, drunk, (Whip
Around, Pass)

Whats a drink (Demonstration)

PowerPoint
.
Excessive vs Moderate Drinking
.
What Happens When you Drink: short term effects
.
What Happens When you Drink too Much in one sitting
.
Immediate effects
.
DECIDE Model
4.
In Class Learning Activity

Party Gone Wrong

5.
Content
vi. What is a blackout
vii. What happens when you Drink: long term effects
6.
In-Class Learning Activity

Blackout

Scenario activity
7.
Content & (Instructional Strategies)

PowerPoint

Whip around, pass

Demonstration

Games and Puzzles

8.
In-Class Learning Activity Assessment

Assessed by use of DECIDE model

9.
Conclusion on dangers of drinking
10.
Classroom Management and Materials

Traditional classroom setup

Materials
.
Stereo/computer to play music
.
Notecards for Blackout
.
Tape
.
PowerPoint
.
Chromebooks
Rubrics
2

Expanded Outline of Todays Lesson

1. Introduction to the Lesson (Set Induction):
Good morning class. Every year there are many deaths associated with
excessive drinking. Last year alone there were 189,000 emergency room
visits that were alcohol related by people who were between the ages of 12
and 20 with most of those visits coming from high school students. Today we
will be discussing the many different effects alcohol has on you and your
body. We are going to start with a crossword puzzle, then will move on to
some word association to see what you think you know about alcohol. Next,
we will go over some important information about the physical effects
drinking has on your body, in regards to short term and long term effects.
Two of our activities will take a look at how making the decision to drink can
impact someones life, and how we can change that decision to result in a
positive outcome.
2.Bell Ringer (Instant Activity): Games and Puzzles
Students will be given a crossword puzzle about alcohol to fill out. Students
will work individually on filling out the crossword puzzle and then we will
discuss the answers.
3.Content & Instructional Strategies:
What do you think of when you hear Alcohol, Drunk (Whip Around,
Pass)
What is a drink? (Demonstration)
- Beer- 12 ounces
- Wine- 5 ounces
- Liquor (80 proof) - 1.5 ounce; what is proof? = government
documentation of a distilled beverage alcohol content, if you cut the number
in half you get the actual amount of alcohol in the bottle [80 proof mean 40%
of the liquid is alcohol]
PowerPoint Presentation
Excessive drinking vs. moderate drinking
Binge drinking
- Men consuming 5 or more drinks at a single occasion
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- Women- consuming 4 or more drinks at a single occasion

Heavy drinking
- Men- 15 or more drinks per week
- Women- 8 or more drinks per week
Moderate drinking
-Men- up to 2 drinks per day
-Women- up to one drink per day.
What is a black out?
- Different from passing out: passing out = falling asleep or becoming
unconscious
- Represent episodes of amnesia, during which individuals are capable
of participating in salient emotionally charged events (fighting or sexual
activities) and mundane events (eating food), that they later cannot
remember
- Alcohol impairs the ability to form new memories while the person is
intoxicated, but does not typically erase memories formed before
intoxication

Immediate effects of drinking too much

Risky sexual behavior: unwanted, unintended, and unprotected sexual
activity; sex with multiple partners; increase risk of unplanned pregnancy and
contraction of STDs
Physical assault
Illicit drug use/tobacco use: prescription drugs and illicit drugs (cocaine,
heroin, ecstasy, marijuana); alcohol consumption leads to increased use of drugs, and
mixing the two can be extremely detrimental to an individual's health
Academic failure: more frequent absences, failing grades, difficulty
concentrating
Physical consequences: hangovers, death from alcohol poisoning; cause
alterations in the structure and function of the developing brain
Secondhand effects: loud and unruly behavior, property destruction,
unintentional injuries, violence, possible death; about 45% of people who die in car crash
involving a drunk driver under the age of 21 were people other than the driver
Long term affects

Effects on the brain

- Alcohol interferes with the brains communication pathways, and can
affect the way the brain looks and works

Example: The more you drink, your memory can start to decrease causing
you to do poorly in school

Effects on the heart

- Arrhythmias: irregular heart beat
- Stroke
- High blood pressure

Ex: Your blood pressure goes up and you dont pass your yearly physical so
you cant participate in sports
Effects on the liver
- Fibrosis: first stage of liver scarring; scar tissue cannot perform any of
the jobs of normal liver cells
- Cirrhosis: a slowly progressing disease in which healthy liver tissue is
replaced with scar tissue, eventually preventing the liver from functioning
properly (blocks blood flow and slows process of nutrients, hormones, drugs,
and naturally produced toxins)

A bad liver will make life very difficult and eventually you may need a liver
transplant
Increase in cancer
- Mouth, esophagus, throat, liver, breast

Later in life you may need to have part of your throat removed just to get the
cancer out of your body
Effect on immune system
- Weakened
- More likely to contract pneumonia and tuberculosis

Instructional Strategies: Games and Puzzles, Whip Around, Pass

4. In-Class Learning Activity(ies):

Whip Around, Pass: Students will be given a word to think about. Starting at
one end of the classroom and snaking around the room, each student will have a turn to
word associate.

Underage Party

Jimmys parents win a contest with the grand prize being a month long tour
of Europe. His parents decide he is old enough to take care of himself for the month and
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leaves Jimmy home with $1,000 for food and entertainment. The $1,000 have to last
Jimmy the entire month.
The first weekend Jimmys parents are gone, he decides to throw a party and
it ultimately gets busted by the police. He gets an underage, has to go to the hospital to
get his stomach pumped and on top of everything else, his parents brand new 48 inch
breaks because someone threw a chair at the TV. Your job is to research how to pay for
the underage, the trip to the hospital and replace the TV.
After completing research on what all it would cost for all the charges, create
a pros and cons list for the party and include the charges where you see fit.
Blackout
Students will be given the idea of what it is like to blackout at a party and not
know what they did. Other students will witness what is going on; students will reflect on
how they felt.
Students will be asked to close their eyes as the lights go off and party
music will begin playing. They will be told it is Friday night and they are all at a party.
The teacher will walk around and tap 4-5 students on their shoulder; if tapped, students
should quietly leave the room. Ask students to open their eyes as the lights come on.
Now, it is Monday morning; the 4-5 students missing blacked out at the party. When
the students come back in (all but 1), they will have a notecard on their back that
describes something embarrassing they did at the party that everyone saw them do (but
they wouldnt remember). The class is asked to make those blacked out students feel
awkward by whispering, pointing, and laughing when the students come back. After a
minute, the blacked out students will walk to the front of the class and read their cards
out loud, also reflecting on how it felt.
The biggest part of this is making the class realize that there are 1-2
students who are still not in the classroom. The reason being that their card was a lot
more serious than the others (DUI/car accident, at hospital getting stomach pumped,
etc).
Students will then be split up into 5 groups and using a separate scenario
and the DECIDE model, the students will come up with 2 pros and 2 cons to making that
decision and the implications of those pros and cons. After weighing the options, the
students have to decides whether or not to change the decision to a healthier choice and
how they would change it. If they decide not to change the decision that was made, they
must explain why.
At the end of activity, each group will read their scenario to the rest of the
class, and report the pros and cons for each scenario and how they changed the decision
that was made.
5. In-Class Learning Activity Assessment-Description & Criteria
Students will be assessed based on an analytical rubric to grade each person
on their use of the DECIDE model

Additional Criteria
The students will be graded on why they chose to change or not change the
decision that was made.

Core Concepts

Accuracy

Comprehensiveness

Relationships among concepts

Conclusions drawn

Skill: Decision Making

Is personalized

Shows progression through a decision-making process

Identifies the decision to be made

Considers options and consequences

Takes actions or makes decisions

Evaluates or reflects on action

6. Final Thoughts/Conclusion to the Lesson
Before we leave, we are going to have a ticket out the door. On a half sheet
of paper, we would like you to list one immediate effect of consuming
alcohol, how much does an underage cost, and what are 2 ways to help
someone who has had too much to drink?
Now as you go through high school and college, think about what all can
come from drinking, especially drinking excessively and think if you are able
and willing to accept all the responsibilities that come with choosing to drink.

7. Classroom Management & Materials

Classroom Materials
Stereo/computer to play music
Notecards for Blackout
Tape
PowerPoint
Chromebooks
Rubric
Crossword puzzle worksheet
Decision making rubric
Classroom Management
Students in a lecture room type of seating.
Content References
http://www.cdc.gov/alcohol/fact-sheets/alcohol-use.htm
https://www.niaaa.nih.gov/alcohol-health/alcohols-effects-body
http://pubs.niaaa.nih.gov/publications/arh27-2/186-196.htm
http://pubs.niaaa.nih.gov/publications/arcr352/201-218.htm

http://www.huffingtonpost.com/the-splendid-table/what-doesalcohol-proof-mean_b_853775.html
http://www.samhsa.gov/find-help/national-helpline
http://www.camy.org/resources/fact-sheets/consequences-ofunderage-drinking-surgeon-general/
http://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm
https://www.alcoholrehabguide.org/alcohol/drinking-and-drugs/
Activity Reference(s)
http://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=10478#.WC3eMZgrLIF
http://www.frsd.k12.nj.us/cms/lib01/nj01001104/centricity/domain/4
62/alcohol_crossword_puzzle.pdf

Appendices
Artifact 1- All students will be given a crossword puzzle with questions and a
word bank
Artifact 2- The teachers will use the answer key to help the students
Artifact 3- The rubric all students will be given so they know how they are
graded for the scenarios activity.
Artifact 4- The scenarios that will be used. 1 scenario will be given to each
group.
Artifact 5- The teachers will use these as cards for the Blackout activity.

Criteria
Core
Concepts

4
The
information
presented is
complex,
accurate,
shows
breadth &
depth of
information;
relationships
are described
and
conclusions
drawn.

3
The
information
presented
is relatively
complex,
accurate,
shows
some
breadth &
depth of
information
;
relationship
s are
described
and
conclusions
drawn
although
there may
be minor
inaccuracie

2
The
information
presented
shows some
accurate
information,
shows little
breadth &
depth
of
information;
but the skit
is
incomplete
although
there
are be some
inaccuracies

1
The information
presented shows
little accurate
information,
shows little to no
breadth & depth
of information;
the skit is
incomplete and
there are be
multiple
inaccuracies

10

Decision
Making

The response
shows evidence
of the ability to
apply health
skills; the
response is
complete and
shows
proficiency

The
response
shows
evidence of
the ability
to apply
health
skills; the
response is
mostly
complete
and shows
proficiency
in the skill

The
response
shows some
evidence of
the ability to
apply health
skills; the
response
may have
inaccuracies
or be
incomplete

The response
shows little to no
evidence of the
ability to apply
health skills

Pros vs Cons

Students lists 2
pros and 2 cons
and gives the
implications of
each

Students lists
2 pros and 1
con or 2 cons
and 1 pro
and gives the
implications
of each

Students lists
1 pro and 1
con and gives
the
implications of
each

Students are
unable to come up
with any pros or
cons

Healthier
choice

Students list an
appropriate
healthier
decision to
drinking and
how they would
change it.

Students list
an
appropriate
healthier
decision, but
dont give a
way they
would change
it.

Students list
an alternative
decision, but
may not be
appropriate or
healthier, and
they include
how they
would change
it.

Students do not
list a healthy
alternative or how
they would change
it.

Artifact 1

11

Across

2. A
person
who
drinks
too
much
will not
have as
much of
this,
making
it hard
to walk
a
straight
line or
drive a
car!
4.
Cirrhosis is a long-term alcohol abuse disease of this organ.
8. Another word for being drunk.
9. Someone who knows they are physically addicted to alcohol.
10. Overuse of alcohol can cause painful _________, especially in the stomach.
11. B.A.C. stands for blood alcohol content, a ____________ of how much
alcohol is in the blood.
12. Alcohol can affect the body's functions such as heart rate, blood pressure
and ___________.
14. Alcohol can change the way a person acts or ________________.
15. Advertising for alcohol is not always ____________.
16. Alcohol is not a stimulant, but is this type of drug.
Down
1. One of the three types of alcoholic beverages.
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3.Alcohol has no ________________. You would not see it recommended on the

food pyramid!
4. The ________ drinking age in NJ is 21.
5. From the stomach, alcohol goes directly into this system, where it quickly
travels to the brain and other organs of the body.
6. Overuse of alcohol can lead to an early onset of heart disease
and_______________.
7. Alcohol can kill brain ________.
13. Your body may become dependent on alcohol. Therefore, alcohol can
become _______________________.
WORD BANK
Across: alcoholic, behavior, breathing, coordination, depressant, intoxicated,
liver, measurement, true, ulcers
Down: addictive, cells, circulatory, legal, liquor, nutrition, strokes
Artifact 2
Answer Key
Across
2. Coordination
4. Liver
8. Intoxicated
9. Alcoholic
10. Ulcers
11. Measurement
12. Breathing
14. behavior
15. True
16. Depressant
Down
1. Liquor
3. Nutrition
4. Legal
5. Circulatory
6. Strokes
7. Cells
13. addictive
Artifact 3
DECIDE Model Rubric
13

_____/4 Pros and Cons and implications of each

_____/4 Healthier choice
_____/4 Decision making
_____/12 Total
Artifact 4
Corey is at his first high school party and has never drank before. Coreys
crush Topanga comes over and offers him a beer. Corey takes the beer
thinking Topanga will think hes cool and will go out with him. He starts to
drink more and more and finally he throws it all up and spends the night
sleeping on the bathroom floor at his friends house and wakes up the next
morning with a bad headache and 20 texts and 4 missed calls from his
parents.
Richard is at a party with his friends Dan and Scott and they have all been
taking shots of tequila. Dan thinks it would be a good idea to start practicing
their wrestling moves so they can make it to the WWE. Scott ends up
breaking Richards nose while trying to take him down and Richard needs to
go to the hospital. Richard gets grounded after his parents find out what
happened.
Liz is home alone one weekend. Her mom had left an opened bottle of wine
in the refrigerator. Liz is confident her mom wouldnt notice if any was
missing, so she pours herself a glass. 2 hours later, Liz has consumed 4
glasses of wine before realizing she had to drive to her aunts house to
babysit her cousin. Liz gets in the car and attempts to drive, however she is
swerving all over the road because she is intoxicated. Halfway to her
destination, she makes a sharp right turn, running into a mailbox and then
careening into the side of someones house.
Craig and the State High soccer team finally win the schools first state
championship and the team goes to Jons house to celebrate the big win. At
14

the party, Craig has started to notice his friends acting weirder than usual.
He finds out that all of his teammates have been mixing whiskey in with their
Coca-Cola. Craig feels uncomfortable being at a party where people are
drinking and calls his big brother to come pick him up. Before his brother
shows up, his fellow teammate Zach offers him a shot of whiskey. Craig tells
Zach Nah fam, I cant. Im already out past curfew and my brother will be
here any minute to pick me up and hell totally rat me out to my parents if he
finds out I drank. Craigs brother then pulls up to the house and Craig leaves
the party early.
Tyler and Sue have been dating for a few months and they are very different.
Sue likes to party and drink a lot, but Tyler is more into going to the movies
and playing football for his high school team. Tyler is so good at football that
he was offered a scholarship to play at Penn State. Sue convinces Tyler to go
to a party Friday night, after the football game. Tyler had a few drinks at the
party and the police ended up being called. Tyler was caught by the police
after Sue ran off without him. Tylers football scholarship was revoked and he
was charged with an underage. Tyler and Sue then break up.

Artifact 5

Made Out with

a teddy bear
15

Passed out on
front lawn
Danced on a
table shirtless
Went to hospital
with alcohol
poisoning; got
stomach
pumped
16

Tried to drive
home; crashed
into light pole

Sample Artifact
17

Joey goes to a party after the homecoming at his friends Rosss house. Joey
decides he is going to have 2 drinks and stay at Rosss house. 2 drinks then
turn to 10 and Joey eventually passes out and is unresponsive. Ross feels
uncomfortable with the situation and calls the police to get Joey help. Joey is
taken to the hospital and gets his stomach pumped. Joey stops talking to
Ross because the police told his parents and Joey was forced to quit the
football team
Pros
1. Ross got Joey the help he needed
2. Joey decided right away he wasnt going to drive home
Cons
1. Ross lost Joey as a friend for doing the right thing
2. Joey is forced to quit the football team
Would you change the decision and why or why not?
Wouldnt change the decision Ross made the right choice
by getting his friend help

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