USERS ARE LOSERS!

1. USERS ARE LOSERS! This WebQuest was created for Lejeune High School Health students By Ms. Lisa Beavers WebQuests: Implementing Technology Integration Instructor George Smith, Fresno Pacific Home

2. Introduction Positive Youth Trends in Drug Use • According to the National Institute on Drug Abuse, there have been decreases among 8th, 10th, and 12th graders in the “any illicit drug” category of drug use. Based on 2006 data, past prevalence has fallen by 37 % since 1996 for 8th graders, 25% for 10th graders, and 14% for 12th graders. Combining all three grades, past month abuse for any illicit drug has dropped by 23% since 2001. Negative Youth Trends in Drug Use • However, abuse of OxyContin and Vicodin continued at levels to raise concern. Also, the percentage of students who saw a great risk in using MDMA “once or twice” or “occasionally” as well as their overall disapproval of MDMA use decreased. The same was true for hallucinogens like LSD. As attitudes towards drug usage shifts among today’s youth, we may see our positive trends come to an end. • “NIDA InfoFacts: High School and Youth Trends.” NIDA. December 2006. National Institute on Health. November 19, 2007. http://www.nida.nih.gov/infofacts/HSYouthtrends.html Home

3. Learners • This lesson is primarily for sophomore health students. • You will not need to know anything about drugs prior to this lesson. • All information will be obtained through researching the various web resources provided for you. Home

4. Standards • What will you learn as a result of this lesson? • DoDEA Health Standards addressed: • HE1e: The student conceptualizes health promotion and risk reduction knowledge and attitudes related to alcohol tobacco and other drugs. • Analyzes variables related to the potential physical effects of licit and illicit drugs • HE2a: The student develops health information literacy concepts, attitudes, and skills • HE3a: The student demonstrates the ability to use intrapersonal and interpersonal communications to enhance health. • Communicates strategies that can influence peers to take appropriate actions in high-risk alcohol and/or other illicit drug-related situations competently. • HE3b: Analyzes influences of the family, peers, laws, culture, media, technology, and other factors on health. • Analyzes variable influences on decisions about illicit drug usage critically. • Analyzes variable influences related to the potential physical effects of licit and illicit drugs critically. • HE4a: Demonstrates the ability to apply critical and creative thinking skills to enhance health. • HE4c: Demonstrates the ability to advocate for personal, family, and community health Home

5. Task Due to the perceived increase in student drug usage at Lejeune High School by parents and school faculty and staff, the administration has decided to organize a group of students who will be Peer Health Educators called the Dream Team. Studies show that students learn best from their peers, and you have been selected by your peers as leader…someone to whom they will listen. As a member of the Dream Team, you will: • Research a drug of your choice from the list of drugs provided and become an expert on it. • Explore how drugs affect and damage the human body as well as how drug usage affects your family, friends, community/school, and society in general. • Create a PowerPoint or brochure to educate your peers. Click to see Power Point/Brochure Evaluation. • Practice your public speaking skills by giving an oral presentation to the class. Click to see Oral Presentation Evaluation. • Demonstrate your commitment to drug prevention by designing a poster that visually conveys the message you want to get across to your peers. Click to see Drug Prevention Poster Evaluation. • Improve your helper skills by responding to a scenario a based on a peers drug usage in a “Dear Friend,” format. Click to see a list of the Journal Scenarios Home

6. Process for PowerPoint or Brochure You will study the effects of illegal drug use and create either a PowerPoint or a brochure to present to your peers. You are not to Copy/Cut/Paste the information. The information you present should be in your own words and should include your sources. Your presentation should include: • Where does your drug originate? • Is it natural or synthetic? • What are the possible nicknames, street names, or slang names? • Are there any legitimate uses for the drug? • Are there different forms of the drug? • How does it enter the body? • What are the immediate effects of using this drug? • Is it addictive upon first use? • Does the drug cause physical or psychological dependence? • What are the long term effects of continual usage of this drug? • Are overdoses common? • Can this drug cause birth defects? • What diseases are transmitted or develop while using this drug? • What influences people to use this drug or keep using this drug (ex. Desired effects)? • How could you determine if someone is addicted to this drug, example what are the psychological and behavioral symptoms of using this drug? • What are the treatments for someone who is using this drug • What are the legal consequences possessing, using, or selling this drug • How can drug abuse be prevented? • How can your peers avoid becoming addicted to drugs? • What impacts does drug usage have on society in general? • What are some of the statistics concerning teenage usage of this drug example what are the trends in usage? Power Point or Brochure Evaluation Home

7. Process for Oral Presentation Your oral presentation should: • Highlight the information presented in your PowerPoint or brochure • Provide the opportunity to practice your public speaking skills • Improve your helper skills by allowing you the opportunity to respond to questions from peers • Demonstrate your commitment to drug prevention Oral Presentation Evaluation Home

8. Process for Drug Prevention Poster Your drug prevention poster should: • Convey your creative message about drug usage • Possess a memorable slogan or message. • Be visually appealing • Demonstrate your commitment to drug prevention • Be on poster board size paper Drug Prevention Poster Evaluation Home

9. Stimulants Amphetamines (Speed, Dexadrine) Methamphetamines (Crank, Ice) Cocaine (Crack) Methylphenidate (Ritalin) Ecstasy (MDMA) Nicotine Date Rape GHB (also a depressant…Gammahydroxybutyrate) Rohypnol Opiates Heroin Codeine Fentanyl Morphine Opium Oxycodone (Oxycontin) Hydrocodone Psychodelics, Hallucinogens, and Dissociative Anesthetics LSD (Acid) PCP Inhalants Mescaline Psilocybin Ketamine Depressants Barbiturates (Nembutal, Phenobarbital) Benzodiazepines (Halcion, Valium, Xanax) Flunitrazepam Methaqualone (Quaalude) Others including Prescription Medications Nicotine (Cigarettes, Dip) Steroids Dextromethorphan (DXM, Robo) Marijuana (hashish) Alcohol Caffeine Drug List Go to Resources Back to Task Home Back to Process

10. Resources You are to check every link listed below because they will help you accomplish your tasks. While you are at school, you are only to use the resources on the provided list because many sites you will find during an internet search will include are biased, controversial, and objectionable. Make sure you don’t become distracted by irrelevant links and waste computer lab time. WebQuest Links http://www.teenchallenge.com/druginfo3 http://www.nida.nih.gov/Drugpages/ http://teens.drugabuse.gov/ http://www.nida.nih.gov/Infofax/infofaxindex.html http://www.drugfreeamerica.org/Drug_Resource http://www.nida.nih.gov/ResearchReports/ http://www.streetdrugs.org/ http://www.whitehousedrugpolicy.gov/streetterms/default.asp http://www.niaaa.nih.gov/ http://www.drugs.indiana.edu/drug-info.html http://www.deadiversion.usdoj.gov/drugs_concern/index.html http://ncadi.samhsa.gov/ http://smoking.drugabuse.gov/ http:// www.stopdrugs.org/ http://www.drugfreeamerica.org http://www.usdoj.gov/dea/concern/concern.htm http://www.whitehousedrugpolicy.gov/drugfact/index.html http://www.drugwarfacts.org/ http Back to Process More Resources Home

11. Resources Continued http://www.monitoringthefuture.org hiv.drugabuse.gov/ http://www.steroidabuse.org/ http://www.thirteen.org/closetohome/animation/opi-anim-main.html http://www.thirteen.org/closetohome/animation/gaba-anim-main.html http://www.marijuana-info.org/ http://www.factsontap.org http://inhalants.drugabuse.gov/ http://www.inhalants.org/ http://www.clubdrugs.gov/ http://www.ncjrs.gov/App/Topics/Topic.aspx?TopicID=93 http://www.nida.nih.gov/Prevention/Prevopen.html http://www.theantidrug.com http://www.dancesafe.org/ http://www.substanceuse.com/ http://www.drugs.com/ http://www.health.org/ http://www.drkoop.com/ http://www.healthfinder.gov/ http://www.justthinktwice.com/ Back to Process More Resources Home

12. Evaluation You will be graded based on the following rubrics: Power Point or Brochure Evaluation worth 60 points Oral Presentation Evaluation worth 20 points Drug Prevention Poster Evaluation worth 20 points 2 Journal Entries worth 5 points each Journal Entry Scenario Conclusion Journal Entry Process for Power Point or Brochure Home

13. Evaluation Power Point or Brochure Rubric Process Home Evaluation for Drug Poster Evaluation for Oral Presentation

14. Evaluation Oral Presentation Rubric Process for Oral Presentation Home Evaluation for Power Point or Brochure Evaluation for Oral Presentation

15. Evaluation Drug Prevention Poster Rubric Process for Drug Prevention Poster Home Evaluation for Power Point or Brochure Evaluation for Oral Presentation

16. Conclusion The purpose of this lesson was to inform you of the consequences of illegal drug abuse. You should have an awareness and understanding of how your peers choices to use illegal drugs impact different members of society. Don’t forget to complete the journal entries that accompanies this WebQuest. Journal Entry for Scenarios Home Journal Entry for Conclusion

17. Conclusion Journal Entry • What information did you find most interesting? What did you learn that you didn’t really know before? How will this affect your decisions about using illegal drugs in the future? How can you influence others to make healthy choices? Home

18. Scenario Journal Entry Your journal entry should: • Pick 1 scenario that matches the drug you selected to research • Brainstorm your position and provide supporting facts you will use to convince your peers to seek help with their drug problem • Begin “Dear Friend,” • Explain the risks involved in the scenario to your peers. • Stress to your peers the negative consequences of drug use • Improve your helper skills by allowing you the opportunity to respond to a variety of scenarios that your peers may experience • Demonstrate your commitment to drug prevention Journal Entry Scenarios Home Conclusion Journal Entry

19. Journal Entry Scenarios Heroin and Steroids or any other injectable drugs • Isaac is required to have a physical to participate in soccer.  The doctor finds needle tracks on his body.   Tobacco • Andrea drops her purse as she leaves math class and a pack of cigarettes falls out.  A teacher stops to help her and sees the cigarettes. Alcohol or other depressants • Michael is found comatose in the boy's bathroom by another student.  The student gets help from the office.  Michael is taken to the hospital where he is diagnosed with an overdose. Cocaine • Brandon’s parent's find him snorting cocaine in his bedroom.  They find 10 grams of cocaine in a bag.  Brandon claims it belongs to someone else and he was just curious about how it would affect him. Marijuana • Tiffany’s five year old brother finds a bag of marijuana in Tiffany’s backpack.  He takes with him to kindergarten and the teacher confiscates it. Club Drugs and Date rape drugs • Ashley wakes up and does not know where she is or how she got there.  She has abrasions and bruises all over her body.  Her clothes are torn and her shoes are missing.  Her last memory is attending a party with friends. Inhalants • Cory has a seizure while inhaling fumes at a local park.  His friends call 911 and leave him laying on the ground. LSD • Brandy is given a small square of paper to put in her mouth.  Soon she begins to feel her heart race and she starts to tremble uncontrollably. PCP • Johnny attended a party and was using angel dust with his friends.  He blacked out at the party and has no memory of the party.  Since then he has become extremely violent during flashbacks.   Back to Journal Entry Instructions Home

20. Credits DEA, Loose Marijuana Photo. http://www.usdoj.gov/dea/photos/marijuana/mar_loose.jpg. US Drug Enforcement Administration. July 23, 2007. DEA, Crack Cocaine Photo. http://www.usdoj.gov/dea/photos/cocaine/crack_cocaine6.jpg. US Drug Enforcement Administration. July 23, 2007. DEA, Cocaine Photo. http://www.usdoj.gov/dea/photos/cocaine/cocaine_hcl2.jpg. . US Drug Enforcement Administration. July 23, 2007. DEA, Ecstacy Photo. http://www.usdoj.gov/dea/photos/mdma/ecstacy-04.jpg. US Drug Enforcement Administration. July 23, 2007. DEA, Heroin Photo. http://www.usdoj.gov/dea/photos/heroin/heroin_powder.jpg. US Drug Enforcement Administration. July 23, 2007. DEA, LSD Blotter Paper Photo. http://www.usdoj.gov/dea/photos/lsd/dancin_condom_blotter1.jpg. US Drug Enforcement Administration. July 23, 2007. DEA, Bong Photo. http://www.usdoj.gov/dea/photos/paraphernalia/abuse_12fig4fs.jpg. US Drug Enforcement Administration. July 23, 2007. DEA, Steroids Photo. http://www.usdoj.gov/dea/photos/steroids/testosterone_cypionate_200m.jpg . US Drug Enforcement Administration. July 23, 2007. Thanks to: Dr. Bernie Dodge and Tom March for making the WebQuest model available to educators Rubistar for help in developing the rubrics for this project We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author’s name is retained along with a link back to the original URL or this WebQuest. Home