Teacher Day Time Branch TA Class

Stage: Warm-up Aim: To familiarize students with the topic to be discussed.

/Introduction
Method: Teacher will write the word drugs on the board.
Page:
Time: 8-10 Min. • Teacher will ask students what do they take when they are sick?
• Teacher will ask students what are some of the medicine that is offered at
pharmacies.
• Teacher will introduce himself and give a brief history of his background.
• Teacher will ask if students or any of their family members do any spiritual
healings.
Comments

Stage: Present Aim: To familiarize the students with the subtopics.

Page:
Method: Teacher will tell the students what subtopics will be discussed in this lecture.
Time: 8-10 Min.
• Teacher will break all of the subtopics down into smaller and more
manageable categories.
• Teacher will give the clinical definition of drugs and then break it down for the
students.
• Teacher will split drugs into 2 different categories .legal and illegal
• Teacher will pass out handouts on drugs so they can get a visual.
Comments

Stage: Practice Aim: Students will recognize different brands of tobacco products.
Page:
Method: Teacher will pass around a couple of different cigarettes.
Time: 12-15 Min.
• Teacher will be asked if any of them use any tobacco products.
• Students will be asked which tobacco products they use and for how long?
• Students will be asked if they have stared as a child using those products did
their parents know? If so, what was their parents input on them using it?
• Students will also be asked if they knew the dangers of using tobacco products.
• Students will be asked weather or not a special tax should be imposed on
tobacco products since it is a leisure time activity.
• Students will also be asked do they think the government should ban tobacco
products. If so, why or why not?
Comments

Stage: Practice Aim: Students will be able to give their input on alcohol.
Page:
Method: Teacher will show a bottle of an alcohol product and pass it around.
Time: 10-15 Min.
• Students will be asked if they were familiar with the product.
• Students will be asked were they aware that alcohol is considered a drug.
• Students will be asked how many people use this product and how often?
• Students will be asked if they use this product while driving or working on
machinery. At this time the teacher will show statistics on various accidents
that were related to alcohol.
• Students will be asked do they think that there should be penalties and
repercussions assigned to people who uses this product inappropriately.
 • Students will be asked if they think that the government should outlaw alcohol
throughout the country. Why or Why not?
• Students will also have to compare and contrast alcohol vs. tobacco products.
Comments

Stage: Practice Aim: By the end of this session, students will be able to share their input on steroids.
Page:
Method: Show pictures of steroids
Time: 8-10 Min.
• Teacher will ask students do they know what steroids are.
• Teacher will explain what steroids are and pass out handouts.
• Students will be asked if steroids are legal in China.
• Students will be asked if they know the short and long term effect of steroids.
• Students will state if steroids should be banned in China. Why or Why not?
Comments

Stage: Practice Aim: By the end of this stage, students will be able to know exactly what may happen
Page: to someone who has a drug problem.
Time: 6-8 Min. Method : Role Play
• Teacher will have students pair up.
• One student will demonstrate with the teacher how the dialogue goes.
• Teacher will have students go through a scenario and read through a dialogue.
• A: Hey John, what happened to you? You look very bad.
• B: I know. Kim, I am going through some changes .
• A: What kind of changes are you going through?
• B: I need a fix really bad.
• A: What kind of fix are you talking about John?
• B: Well, its kind of embarrassing. I really hate to talk about it.
• A: Well, please tell me John., I would love to help you.
• B: Kim, I am using drugs and I need to quite because its effecting my job
performance and I am close to loosing my job.
• A: John , you need help ASAP. I have a co-worker who is a drug and alcohol
counselor in the evenings. I’ll give you her business card so you can contact
her.
• : Ok, thanks Kim, I really appreciate your help.
Comments

Stage: Practice Aim: Students will be able to know the effects of drugs.
Page:
Method: Debate
Time: 10-12 Min.
• Students will be asked if they know anyone with a drug problem.
• Students will be given pictures of various illegal drugs and the effects it has on
people.
• Teacher will explain how it effects the human body.
• Students will be asked if any drugs should be legalized. Why or Why not?
Comments

Stage: Practice Aim: Students will increase their vocabulary from the various names of drugs.
Page:
Method: Vocabulary
Time: 10-12 Min.
• Teacher will write vocabulary words on the board.
 • Teacher will pronounce the vocabulary and have the students repeat it.
• For complex words, the vocabulary will be broken down by syllables.
• Teacher will give the definition of the vocabulary and synonyms.
• Students will use the vocabulary in a sentence.
Comments

Stage: Practice Aim: Students will be able to discuss their personal feelings on drugs.
Page:
Time: 10-15 Min. • Method: Critical Thinking Skills
• Students will be placed into groups.
• Students will review the scenarios among themselves while the teacher is
monitoring them.
• Students will present their present their arguments to the class.
• Students will be asked if they were to take an illegal substance would they
confess to their family about it? Why or Why not?
• Students will be placed in a scenario. If they were to go for a job promotion
into upper level management and there was only one position available would
they confess to the boss that they had tried drugs before. Would they tell the
boss that they never tried drugs before?
• Students will have the following perks: a new company car every two years, a
$20,000 bonus, a bigger office, a company credit card, and a $350,000 salary
to go along with it. The ball is in your court what do you do?
Comments

Stage: Practice Aim: Students will be able to discuss their true feelings on a moral issue.
Page:
Method: Critical Thinking Skills 2
Time: 10-15 Min.
• Students will be placed into the same groups. They will discuss among the
group the following situations. They will come up with answers and each
group will present their argument to the class.
• Students will be placed in a situation. If they saw someone drop a bag and
they went to pick it up for them and when they went to hand the bag back it
was partially opened. They can see the contents that are in the bag. It is loaded
with a million dollars worth of cocaine.
• Would you tell the police about it? Would you attempt to run off with the bag
hoping you can outrun the person who dropped it so you can make a quick
profit with the goods? You have a newborn on the way, you just lost your job
and about to loose your house. Would you just ignore the contents in the bag
and go on about your business?
• Why or Why not?
Comments

Stage: Practice Aim: Students will be given handouts on all legal drugs.
Page:
Method: Handouts
Time: 8-10 Min.
• Students will receive handouts on legal drugs.
• Teacher will have these drugs broken down into categories.
• Teacher will have them into categories such as: Analgesic, Antibiotics,
Vaccines, Infections, and Nutrition.
• Teacher will write these technical words on the board and review them with
students.
 • Teacher will provide a definition for those words.
• Students will use the words in a sentence and provide an example. Ex. I had to
take my dog to the doctor to receive his annual vaccine.
Comments

Aim: Students will be given a scenario and have to decide if it is fact or fiction

Stage: Role Play Method: Role Play

Page:
Time: 15-20 Min. • Students will be placed into 2 groups.
• One group will get together and write down facts about drinking alcohol.
• The second group will write down all of the myths about alcohol.
• Both groups will compare answers at the end.
• Teacher will inform them which group had the most correct responses.

Comments

Aim: Students will be more familiar with drugs and the effects they have over people
in their daily lives.
Stage: Review Method: Group Discussion and Input
Page:
Time: 10-12 Min. • Teacher will review with students what they have learned.
• Teacher will give input on drugs in America.
• Students will give input on how drugs effect China.
• Students will give solutions on how to solve the illegal drug problems in both
countries.
Comments
 Illegal Drugs Identification Chart: What They Look Like & How to
Recognize Their Effects
by SixWise.com

Know what illegal drugs look like, their effects on those that use them and how they
are administered can benefit virtually everyone - especially parents, grandparents,
teachers and school administrators, and anyone who cares for teens and children.

In the event that someone you know and/or care for is in possession of substances
that look suspicious, or shows signs identified below that may suggest use of an
illegal substance, being able to identify the effects and name the possible drug for
those who could help may be critical.

Review SixWise.com's illegal drugs identification chart below and please use the email
to a friend feature in the upper-right of this page to pass this important resource on
to parents, grandparents, school administrators and others who may find it useful.
Subscribe to the free SixWise.com e-newsletter for important information like this and
more if you are not yet subscribed.

Marijuana
Other Names: Pot, Reefer, Grass, Weed, Dope, Ganja, Mary Jane, or Sinsemilla
What It Looks Like: Similar to dried parsley with stems and/or seeds, rolled into
cigarettes or cigars
How it's Administered: The stems and/or seeds are smoked or eaten and it's
often rolled into cigarettes or cigars.
Effects on User: Problems with memory and learning, distorted perception,
difficulty in thinking and problem solving, loss of coordination, altered sense of
time, feelings of anxiety or panic and increased heart rate.
Other Info: The primary mind-altering ingredient in marijuana is THC (delta-9-
tetrahydrocannabinol). Long-term use can lead to addiction in some users.

Hashish
Other Names: Hash
What It Looks Like: Brown or black cakes or balls
How it's Administered: It's smoked or eaten.
Effects on User: Same as marijuana.
Other Info: Hashish is a more concentrated, resinous form of marijuana.

Hashish Oil
Other Names: Hash Oil
How it Looks: Concentrated syrupy liquid varying in color from clear to black.
How it's Administered: It's smoked, often mixed with tobacco
Effects on User: Same as marijuana.
Other Info: Hashish is obtained by purifying hashish with a solvent.
Nitrous Oxide
Other Names: Laughing gas or whippet
What It Looks Like: Small 8-gram metal cylinder sold with a balloon or pipe
propellant for whipped cream in aerosol spray can
How it's Administered: Its vapors are inhaled.
Effects on User: Temporary loss of motor control, a "dissociative" psychological
effect, sensations and perceptions become disconnected, mild hallucinations,
insensibility to pain and laughter.
Other Info: Nitrous may be psychologically addictive.

Amyl Nitrite
Other Names: Poppers or Snappers
What It Looks Like: Clear yellowish liquid in ampules
How it's Administered: It's vapors are inhaled.
Effects on User: A "high" feeling, dilates blood vessels, makes the heart beat
faster.
Other Info: Amyl Nitrite is sold in a cloth-covered sealed bulb (so it can be
crushed without hurting your fingers). When the bulb is broken, it makes a
snapping sound and users inhale the vapors.

Butyl Nitrite
Other Names: Rush, Bolt, Bullet, Locker Room, and Climax
What It Looks Like: In small bottles
How it's Administered: Its vapors are inhaled.
Effects on User: A "high" feeling, increased blood pressure, followed by an
increased heart rate, flushed face and neck, dizziness and headache.

Chlorohydrocarbons
Other Names: Aerosol sprays or cleaning fluids
What It Looks Like: Like aerosol paint cans
How it's Administered: Its vapors are inhaled.
Effects on User: Double vision, loss of coordination, weakness, severe headaches,
nausea or vomiting, numbness, irregular heartbeat, suffocation.

Hydrocarbons
Other Names: Solvents
What It Looks Like: Cans of aerosol propellants, gasoline, glue, paint thinner
How it's Administered: Its vapors are inhaled.
Effects on User: Hallucinations, stomach cramps, rashes around the nose and
mouth and inflamed eyes, light headedness, dizziness and drowsiness, loss of
control or unconsciousness, kidney damage, liver damage, heart failure,
suffocation.
Other Info: All of the inhalants (nitrous oxide, amyl and butyl nitrite,
chlorohydrocarbons and hydrocarbons) carry similar risks and can be deadly.

Cocaine
Other Names: Coke, Snow, Nose Candy, Flake, Blow, Big C, Lady, White and
Snowbirds
What It Looks Like: White crystalline powder
How it's Administered: It's inhaled or injected
Effects on User: A "high" feeling of supremacy, constricted peripheral blood
vessels, dilated pupils, increased body temperature, heart rate and blood pressure,
restlessness, irritability, anxiety, paranoia, aggression, respiratory arrest, seizures,
death.
Other Info: Cocaine is a powerfully addicted drug, and addicted individuals may
become depressed when they stop using the drug.
Crack Cocaine
Other Names: Crack, rock, freebase
What It Looks Like: White to tan pellets or crystalline rocks that look like soap
How it's Administered: It's smoked.
Effects on User: Same as cocaine, but users may be particularly aggressive and
paranoid.

Amphetamines
Other Names: Speed, Uppers, Ups, Black beauties, Pep pills, Copilots,
Bumblebees, Hearts, Benzedrine, Dexedrine, Footballs, and Biphetamine
What It Looks Like: Capsules, pills, tablets
How it's Administered: It's taken orally, injected or inhaled.
Effects on User: During the "up" time: Extra energy, cheerfulness, confidence,
prevents sleep, reduces appetite, speeds up breathing and heart rate, widens the
pupils. During the "down" time (about eight hours after use): Feelings of
helplessness and hopelessness, anxiety, anger.
Other Info: These drugs have a high risk of psychological dependence and regular
users may develop delusions, hallucinations and feelings of paranoia that can
progress into permanent paranoid psychosis.

Methamphetamines
Other Names: Crank, Crystal meth, Crystal methadrine, and Speed
What It Looks Like: White powder, pills, rock that resembles a block of paraffin
How it's Administered: It's taken orally, injected or inhaled.
Effects on User: Same as amphetamines.

Additional Stimulants
Other Names: Ritalin, Cylert, Preludin, Didrex, Pre-State, Voranil, Sandrex, and
Plegine
What It Looks Like: Pills or capsules
How it's Administered: It's taken orally or injected.
Effects on User: Loss of appetite, fevers, convulsions, severe headaches, irregular
heartbeat and respiration, paranoia, hallucinations, delusions, excessive repetition
of movements and meaningless tasks.

Barbiturates
Other Names: Downers, Barbs, Blue Devils, Red Devils, Yellow Jacket, Yellows,
Nembutal, Tuinals, Seconal, and Amytal
What It Looks Like: Red, yellow, blue, or red and blue capsules
How it's Administered: It's taken orally.
Effects on User: Calming, sleep induction and anxiety reduction, slurred speech,
clumsiness, unconsciousness.
Other Info: Dependence on barbiturates can develop, and sudden withdrawal from
high doses can result in irritability, nervousness, delirium, sleeplessness, fainting,
sickness, twitching, fits and death. They're especially dangerous when mixed with
alcohol.

Methaqualone
Other Names: Quaaludes, Ludes, Sopors
What It Looks Like: Tablets
How it's Administered: It's taken orally.
Effects on Users: Same as barbiturates.
Tranquilizers
Other Names: Valium, Librium, Miltown, Serax, Equanil, Miltown, and Tranxene
What It Looks Like: Tablets or capsules
How it's Administered: It's taken orally.
Effects on Users: Reduces anxiety, drowsiness, may make people lethargic,
disruption of the psycho-motor, intellectual, and perceptual functions and
convulsions.
Other Info: This drug accumulates in the body tissue after prolonged use, and
tolerance can develop quickly so that larger doses are needed to feel the effects.
When mixed with alcohol, tranquilizers may cause coma and death.

Phencyclidine
Other Names: PCP, Hog, Angel Dust, Loveboat, Lovely
What It Looks Like: Liquid, white crystalline powder, pills, capsules
How it's Administered: It's taken orally, injected or smoked (sprayed on joints or
cigarettes).
Effects on User: Increased heart rate and blood pressure, impaired motor
function, memory loss, numbness, nausea/vomiting, possible decrease in blood
pressure and heart rate, panic, aggression, violence, loss of appetite and
depression.

Lysergic Acid Diethylamide

Other Names: LSD, Acid, Microdot, White lightning, Blue heaven and Sugar Cubes
What It Looks Like: Colored tablets, blotter paper, clear liquid, thin squares of
gelatin
How it's Administered: It's taken orally, licked off paper, or in a gelatin or liquid
that can be put in the eyes.
Effects on Users: Altered states of perception and feeling, nausea, persisting
perception disorder (flashbacks), increased body temperature, heart rate and blood
pressure, loss of appetite, sleeplessness, numbness, weakness, tremors and
persistent mental disorders.
Other Info: This drug has a high potential for abuse.

Mescaline and Peyote

Other Names: Mesc, Buttons and Cactus
What It Looks Like: Hard brown discs, tablets, capsules
How it's Administered: Discs are chewed, swallowed or smoked. Tablets and
capsules are taken orally.
Effects on User: Same as LSD.

Psilocybin
Other Names: Magic Mushrooms, 'shrooms
What It Looks Like: Fresh or dried mushrooms
How it's Administered: It's chewed or swallowed.
Effects on User: Same as LSD.

Heroin
Other Names: Smack, Horse, Mud, Brown sugar, Junk, Black tar, and Big H
What It Looks Like: White to dark-brown powder or tarlike substance
How it's Administered: It's injected, smoked or inhaled.
Effects on User: Pain relief, euphoria, drowsiness, nausea, constipation,
confusion, sedation, respiratory depression and arrest, tolerance, addiction,
unconsciousness, staggering gait, coma and death.
Other Info: Heroin is highly addictive. Tolerance and physical and psychological
dependence develop quickly.
 Codeine
Other Names: Empirin compound with codeine, Tylenol with codeine, Codeine in
cough medicine
What It Looks Like: Dark liquid varying in thickness, capsules, tablets
How it's Administered: It's taken orally or injected.
Effects on User: Same as heroin.

Morphine
Other Names: Pectoral syrup
What It Looks Like: White crystals, hypodermic tablets, or injectable solutions
How it's Administered: It's taken orally, injected or smoked.
Effects on User: Same as heroin.

Opium
Other Names: Paregoric, Dover's Powder, Parepectolin
What It Looks Like: Dark brown chunks, powder
How it's Administered: It's smoked, eaten or injected.
Effects on User: Same as heroin.

Meperidine
Other Names: Pethidine, Demerol, Mepergan
What It Looks Like: White powder, solution, tablets
How it's Administered: It's taken orally or injected.
Effects on User: Same as heroin.

Other Narcotics
Other Names: Percocet, Percodan, Tussionex, Fentanyl, Darvon, Talwin, and
Lomotil
What It Looks Like: Tablets or capsules
How it's Administered: It's taken orally or injected.
Effects on User: Same as heroin.

Fentanyl
Other Names: Synthetic heroin, China white
What It Looks Like: White powder
How it's Administered: It's inhaled or injected.
Effects on User: Same as heroin.

Ecstasy
Other Names: MDMA (methylenedioxy-methamphetamine), Adam, clarity,
ecstasy, Eve, lover's speed, peace, STP, X, XTC
What It Looks Like: Tablets
How it's Administered: It's taken orally.
Effects on User: Mild hallucinogenic effects, increased tactile sensitivity, empathic
feelings, impaired memory and learning, hyperthermia, cardiac toxicity, renal
failure and liver toxicity

If you suspect someone you love is abusing illegal or prescription drugs, SixWise.com suggests you
seek professional help, such as contacting a school nurse, social worker or counselor, immediately.