LESSON PLANS-U4C3L2

CORE LET 2 
Unit 4: Wellness, Fitness, and First Aid 
Chapter 3: Drug Awareness 
Lesson 2: Critical Decisions about Substances [Interactive Nights Out] 
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 
Administrator Lesson Guide: 
Lesson Competency: Respond to substance use and abuse situations 
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT – RI.9-10.1., RI.9-10.2., W.9-10. WRITING – W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING – SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE – L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS – WHST.9-10.1.  
Linked NHES: H1., H1.12.6., H1.12.8., H1.12.9., H7., H7.12.3. 
Linked JROTC Program Outcomes: Promote wellness through nutrition, physical fitness, and substance abuse prevention [wellness] 
Thinking Processes 
0 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) 
0 Describing Qualities – Bubble Map* (Alt. = Star Diagram, Brainstorming Web) 
0 Comparing/Contrasting – Double Bubble Map* (Alt. = Venn Diagram) 
0 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) 
0 Part-Whole – Brace Map* (Alt. = Pie Chart) 
0 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) 
1 Cause and Effect – Multi-Flow Map* (Alt. = Fishbone) 
0 Seeing Analogies – Bridge Map* (Alt. = Analogy/Simile Chart) 
* Thinking Map Core Abilities 
0 Build your capacity for life-long learning 
0 Communicate using verbal, non-verbal, visual, and written techniques  
1 Take responsibility for your actions and choices 
1 Do your share as a good citizen in your school, community, country, and the world 
0 Treat self and others with respect 
0 Apply critical thinking techniques 
 
Multiple Intelligences 
1 Bodily/Kinesthetic  
1 Visual/Spatial  
1 Logical/Mathematical  
1 Verbal/Linguistic  
0 Musical/Rhythmical  
0 Naturalist  
1 Interpersonal  
1 Intrapersonal 
Bloom’s Taxonomy 
0 Remember 
0 Understand 
0 Apply 
1 Analyze 
0 Evaluate 
0 Create 
Structured Reflection 
1 Metacognition 
1 What? 
So What? 
Now What? 
1 Socratic Dialog 
0 E-I-A-G 
Authentic Assessment 
0 Observation Checklist 
1 Portfolio 
1 Rubric 
0 Test and Quizzes 
0 Thinking Map® 
0 Graphic Organizer 
0 Notebook Entries 
0 Logs 
0 Performance 
1 Project 
Learning Objectives 
Apply the F-I-N-D-S Decision Process (U3C10L1) 
Employ pre-deciding techniques as a substance abuse prevention strategy  
Recognize signs of substance abuse 
Describe why people abuse substances and ways to remain drug-, alcohol-, and tobacco-free  
Identify ways to approach/help someone you suspect has a drug problem 
Define key terms: detoxification program, methadone, normal, stress, therapeutic communities 
Legend:  
 Indicates item is not used in lesson 
 Indicates item is used in lesson 
Lesson Preview:  
Energizer: Cadets participate in a “trust” exercise. 
Inquire: Direct Cadets to preview the Student Learning Plan. Prepare computers to play Interactive Nights Out. Cadets begin Interactive Nights Out and a related Multi-Flow Map. 
Gather: Display the Flash presentation on “Use or Abuse.” Cadets complete Exercises #1: Are You a Nicotine Addict? and #2: Are You a Teen Alcoholic? Cadets continue with Interactive Nights Out. 
Process: Brief Cadets on the F-I-N-D-S model and how it can be applied to substance abuse. Cadet teams complete Exercise #3: F-I-N-D-S and share their responses with the class. Cadets continue with Interactive Nights Out as time allows. 
Apply: Copy and distribute Exercise #4: Intervention Scenarios and the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. Cadets write a plan for responding to a substance abuse scenario. 
 
 
CORE LET 2 
Unit 4: Wellness, Fitness, and First Aid 
Chapter 3: Drug Awareness 
Lesson 2: Critical Decisions about Substances [Interactive Nights Out] 
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 
Note: This lesson uses the “Interactive Nights Out” program, which gives teenage boys and girls a chance to see how they would handle themselves in different social situations. Without any interactivity with an instructor, seat time for the decision-making experience would cover the Inquire, Gather, and Process Phases of this lesson plan. Cadets would take the “Test your Knowledge” for the Apply Phase. 
Instructor Lesson Plan: 
Why is this lesson important? 
Do you know the difference between substance use, misuse, and abuse? Can you recognize the symptoms of each? Substance abuse is a social dilemma – impacting families, employers, friends, and even school systems. In this learning plan, you will examine behaviors and characteristics of substance abusers and apply appropriate responses to substance use and abuse situations. 
 
Lesson Question  
How do you say no to substances like alcohol, tobacco, and illicit drugs? 
What will Cadets accomplish in this lesson? 
Lesson Competency 
Respond to substance use and abuse situations 
 
What will Cadets learn in this lesson? 
Learning Objectives 
a. Apply the F-I-N-D-S Decision Process (U3C10L1) 
b. Employ pre-deciding techniques as a substance abuse prevention strategy  
c. Recognize signs of substance abuse 
d. Describe why people abuse substances and ways to remain drug-, alcohol-, and tobacco-free  
e. Identify ways to approach/help someone you suspect has a drug problem 
f. Define key terms: detoxification program, methadone, normal, stress, therapeutic communities 
 
When will your Cadets have successfully met this lesson’s purpose? 
Performance Standards 
• by writing a plan to respond to a substance abuse scenario 
• when the plan details the substance abuse scenario 
• when the plan identifies at least three appropriate responses to the scenario 
• when the plan lists local resources for obtaining help 
• when the plan recognizes various factors (legal, social, family, etc) in responding to the scenario 
 
NOTES: 
 
 
 
 
 
 
 
Part 1: 45 minutes 
 
Energizer: 
Lesson Delivery Setup: 
1. This is an optional motivational activity and should be used at your discretion, or as time permits. 
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about how many bottles of alcohol it would take for them to be impaired by alcohol. 
Divide Cadets into five teams. Direct each team to form a circle. 
One Cadet stands in the middle of the circle and falls backward. The other Cadets support and pass the Cadet around the circle. 
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• Was it easy or hard to trust the others when it was your turn to fall? Why? 
• What do you think makes an addicted person feel willing to trust others to help him or her? 
• How did it feel to need support (be vulnerable) in front of a group of people? 
 
Total Time: 5 minutes (optional) 
Phase 1 — Inquire: 
Lesson Delivery Setup: 
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.  
2. Prepare computers for Cadets’ access to the Interactive Nights Out program in Curriculum Manager. 
3. Ensure that Cadets have access to the Student Learning Plan.  
4. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. 
5. Prepare to display the Learning Objectives. 
6. Prepare to display a sample Multi-Flow Map. 
7. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.  
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about responding to substance abuse situations. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area. 
1. THINK ABOUT what you know about responding to substance abuse situations. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion.  
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose. 
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. 
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. 
2. VIEW Interactive Nights Out. As you watch, CREATE a Multi-Flow Map of the situations and decisions you encounter. Direct Cadets to play the Interactive Nights Out program. Cadets select the male or female scenario from the program. (Cadets may work with a partner or in small groups, depending on the number of computers available. If computers are not available, display the program to the whole class and let Cadets vote on their responses to decision points.)  
Allow Cadets 15 minutes of time on Nights Out. Cadets will continue Nights Out in the next phase of learning. 
Direct Cadets to create a Multi-Flow Map of the situations and decisions they encounter in Nights Out.  
3. REFLECT on why people respond differently to substance abuse situations. ANSWER the reflection questions presented by your instructor. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• How do you think “opportunity” affects whether or not someone will abuse drugs? 
• What role does curiosity play in substance abuse? Peer pressure? Family?  
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about substance use and abuse. 
 
Total Time: 20 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Phase 2 — Gather: 
Lesson Delivery Setup: 
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. 
2. Provide access to a student text: Unit 4: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 2 (softbound); the e-text version found in the U4C3L2 resource folder on the Curriculum Manager. 
3. Prepare to distribute copies of Exercise #1: Are You a Nicotine Addict? and Exercise #2: Are You a Teen Alcoholic? 
4. Be prepared to launch Reinforcing Questions.  
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about how they relate to substances that alter the body and mind.  
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. 
1. VIEW the presentation on Use or Abuse. Display the animation on Use or Abuse. Prompt Cadets to consider what the displayed photos signify and if Cadets are clear about “use” or “abuse.” 
2. COMPLETE Exercise #1: Are You a Nicotine Addict? and Exercise #2: Are You a Teen Alcoholic? CONSIDER if you have a tendency to use or abuse substances. Distribute Exercises #1: Are You a Nicotine Addict? and #2: Are You a Teen Alcoholic? and direct Cadets to complete them on their own. They do not need to share their responses, but prompt them to consider their tendency and the warning signs of nicotine and/or alcohol addiction. 
3. CONTINUE Interactive Nights Out. Continue your Multi-Flow Map of the situations and decisions you encounter. Direct Cadets to continue working on Interactive Nights Out and their related Multi-Flow Maps as time allows. 
Display the Reinforcing Question(s). 
4. REFLECT on making decisions about substance abuse. ANSWER the reflection questions presented by your instructor. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• How do you feel when you make a decision about how you would handle a situation and you follow through on your decision? 
• How do you feel about people who say, “I’m going to…” or “I’m not going to…” and don’t follow through? 
• How do organizations like AA and SADD make an impact on substance abuse in society? 
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to. 
 
Total Time: 20 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Part 2: 45 minutes 
 
Phase 3 — Process: 
Lesson Delivery Setup: 
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 
2. Prepare to brief Cadets on the F-I-N-D-S model, which was described in U3C10L1.  
3. Prepare to distribute Exercise #3: F-I-N-D-S. 
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about how to react to different situations involving substance abuse. 
This phase of the lesson allows Cadets to practice using the new skill or knowledge.  
1. REVIEW the F-I-N-D-S model. PARTICIPATE in a discussion on how it can be used in substance abuse situations. Brief Cadets on the F-I-N-D-S model. Prompt Cadets to discuss how the model can be used in substance abuse situations. 
You may demonstrate the process for Cadets with this example: 
Maxine doesn’t smoke, but her new boyfriend does. He offers her a cigarette on their first date. What should Maxine do? 
Step 1: Figure out the problem. What do you have to decide? Should Maxine smoke the cigarette? 
Step 2: Identify solutions. What are your choices? 
• Smoke. 
• Say, “No thanks, I don’t smoke.” 
• Break up with the new boyfriend. 
• Tell the boyfriend that he shouldn’t smoke. 
• Other. 
Step 3: Name the pros and cons of each choice. Think about the pros and cons of each way to solve the problem. 
• Smoke 
Pro – Conformity makes it easier to hang out. 
Con – Starts an addictive and costly habit. 
• Say, “No thanks, I don’t smoke.” 
Pro – Taking care of self shows independent thought. 
Con – Alienates new boyfriend. 
• Break up with the new boyfriend. 
Pro – Removes temptation. Don’t hang with people who do things you’re not comfortable with. 
Con – Lose new boyfriend. Word gets out that you’re not fun. 
• Tell boyfriend not to smoke. 
Pro – Taking care of self. Expressing your opinion. 
Con – Perception of being bossy by new boyfriend. 
Step 4: Decide which is the best choice, then act on it.  
2. With your team, COMPLETE Exercise #3: F-I-N-D-S using the scenario assigned by your instructor. DISCUSS your team’s answer to the scenario question. Divide Cadets into teams of three to five and distribute Exercise #3: F-I-N-D-S. Assign a scenario to each team and direct them to prepare an answer to the scenario. Have teams take turns describing how they would use F-I-N-D-S to respond to their scenario. 
3. CONTINUE Interactive Nights Out as time allows. Continue your Multi-Flow Map of the situations and decisions you encounter. CONSIDER the F-I-N-D-S model as you watch Interactive Nights Out. Allow Cadets to continue with Interactive Nights Out and their Multi-Flow Maps, as time allows. Prompt them to consider the F-I-N-D-S model as they continue with the program. 
4. REFLECT on how decision points affect later consequences. ANSWER the reflection questions presented by your instructor. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• From your Multi-Flow Map, can you identify the critical decision points? 
• If you had a friend with a substance abuse problem do you think the F-I-N-D-S model would help? 
Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.  
 
Total Time: 25 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Phase 4 — Apply: 
Lesson Delivery Setup: 
1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. 
2. Distribute the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. 
3. Distribute Exercise #4: Intervention Scenarios. 
4. Determine how you will review the key words from this lesson. 
5. Prepare to use the Digital Timer application in your Curriculum Manager. 
6. Prepare to assign the performance assessment task as homework as time necessitates. 
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about using the F-I-N-D-S model for making effective decisions.  
This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience.  
1. COMPLETE the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade. Distribute the Critical Decisions about Substances Performance Assessment Task. Distribute Exercise #4: Intervention Scenarios as a resource for Cadets in completing the assessment task. The performance assessment task may be completed in class or assigned as homework, depending on the available time.  
Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. The same criteria on the scoring guide can be used as a grading checklist, too.  
Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios.  
2. REVIEW the key words of this lesson. Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to complete a quick check on each word and define it properly.  
Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. 
Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games.  
Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity.  
3. REFLECT on what you have learned in this lesson and how you might use it in the future. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. 
• Does the F-I-N-D-S method for making effective decisions help you? Do you think you’d use this process in scenarios similar to those presented?  
• How can you be a more effective decision maker? 
• In what other areas of your life could you apply the F-I-N-D-S Decision Process? (college, movies, college major) 
Can Cadets answer the Lesson Question(s) now: How do you say no to substances like alcohol, tobacco, and illicit drugs? 
Allow some time for discussion. 
 
Total Time: 20 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Homework: 
Cadets may need time outside of class to complete the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. 
Note on Cadet Portfolios: 
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios. 
 

-->