Lesson Note on Behaviour Altering Chemicals: Meaning, Types and Effects for SS 2

Class: Senior Secondary School 2 (SS2 / SSS 2)

Term: 3rd Term

Week: 2

Age: 16 years

Duration: 45 minutes

Subject: Health Education

Curriculum Theme: Health and Behaviour

Previous Lesson: Accidents: Meaning, Types, Causes and Prevention.

Topic: BEHAVIOUR ALTERING CHEMICALS

Subject Matter: Meaning of behaviour altering chemicals, chemical substances that alter behavior, reasons for smoking or drinking alcohol and their effects on human body, classification of substances.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define behaviour altering chemicals.
• List examples of behaviour altering chemicals.
• State reasons why people smoke or drink alcohol.
• Explain the effects of alcohol and tobacco on the human body.
• Classify various substances as alcohol or drugs.

Affective Domain:

• Appreciate the dangers associated with the misuse of behaviour altering chemicals.
• Develop a negative attitude towards the use and abuse of these substances.

Psychomotor Domain:

• Create a simple chart classifying different behaviour altering substances.
• Demonstrate the ability to identify and avoid situations that encourage substance abuse.

Social Domain:

• Promote healthy lifestyle choices among peers regarding substance use.
• Participate in discussions about the societal impact of behaviour altering chemicals.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• Comprehensive Health Education for Senior Secondary Schools, Book 2.
• https://www.who.int/
• https://www.unodc.org/

Instructional Materials

The teacher will teach this lesson with the aid of:

• Posters showing examples of different drugs and alcohol.
• Charts illustrating the effects of tobacco and alcohol on the body.

Rationale for the Lesson

This lesson helps pupils understand the nature and dangers of substances that can change their mood, thinking, and actions. It enables them to make informed decisions about their health and avoid harmful behaviours related to substance abuse.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of healthy living and the concept of harmful substances from their previous health education lessons.

Lesson Content/Board Summary

BEHAVIOUR ALTERING CHEMICALS

Meaning of Behaviour Altering Chemicals

Behaviour altering chemicals, also known as psychoactive substances, are chemical compounds that affect the brain and central nervous system. These substances can change a person’s mood, thinking, perception, and actions.

Examples of Behaviour Altering Chemicals

The following are common examples:

• Alcohol (e.g., beer, wine, spirits)
• Tobacco (e.g., cigarettes, cigars)
• Drugs (e.g., marijuana, cocaine, heroin, sleeping pills)

Reasons for Smoking or Drinking Alcohol

People may smoke or drink alcohol for various reasons, including:

• Peer pressure or social influence.
• Curiosity or experimentation.
• Stress relief or coping with emotional problems.
• To feel more confident or sociable.
• Influence from media or advertising.
• Family history or cultural practices.
• Lack of awareness about the dangers.

Effects of Smoking and Alcohol on the Human Body

A. Short-term Effects:

• Alcohol: Impaired judgment, slurred speech, loss of coordination, nausea, vomiting, blackouts, reduced reaction time.
• Tobacco (Nicotine): Increased heart rate and blood pressure, bad breath, stained teeth, reduced sense of smell and taste, dizziness.

B. Long-term Effects:

• Alcohol: Liver damage (cirrhosis), heart disease, high blood pressure, brain damage, addiction, stomach ulcers, increased risk of certain cancers (mouth, throat, liver).
• Tobacco: Lung cancer, chronic bronchitis, emphysema, heart disease, stroke, addiction, stained fingers, premature aging of skin, increased risk of other cancers (mouth, throat, bladder).

Classification of Behaviour Altering Substances

Behaviour altering substances can be broadly classified based on their primary effects on the central nervous system:

• Alcohol: This category includes beverages like beer, wine, and spirits that contain ethanol. They are generally depressants.
  • Examples: Alcohol, Wine, Beer
• Drugs: This is a broader category of substances with various effects.
  • Depressants: Slow down brain activity. Examples: Sleeping pills, Heroine.
  • Stimulants: Speed up brain activity. Examples: Cocaine, Nicotine (from tobacco).
  • Hallucinogens: Alter perception and mood. Example: Marijuana.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Set Induction

Teacher’s Activity: The teacher greets the pupils and asks them to mention some common substances people consume daily, then leads them to discuss if any of these can change how a person acts or feels.

Pupils’ Activity: Pupils mention substances like food, water, soft drinks, and some may mention alcohol or cigarettes.

Learning Point: Pupils are introduced to the concept of substances that can alter behaviour.

Step 2: Meaning of Behaviour Altering Chemicals

Time: 7 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher defines behaviour altering chemicals, explaining that these substances affect the brain and central nervous system, leading to changes in mood, thinking, and actions.

Pupils’ Activity: Pupils listen attentively and copy the definition into their notes.

Learning Point: Pupils understand the meaning of behaviour altering chemicals.

Step 3: Examples and Classification

Time: 8 minutes

Teaching Skill: Illustration/Categorization

Teacher’s Activity: The teacher lists various substances such as tobacco, alcohol, wine, heroine, sleeping pills, cocaine, marijuana, and beer. The teacher then guides the pupils to classify these substances into categories like alcohol and drugs, explaining the basis for classification.

Pupils’ Activity: Pupils participate in the classification, identifying which substances fall under ‘alcohol’ and which are ‘drugs’, and suggesting reasons for their classification.

Learning Point: Pupils can identify and classify common behaviour altering chemicals.

Step 4: Reasons for Use

Time: 7 minutes

Teaching Skill: Discussion/Brainstorming

Teacher’s Activity: The teacher initiates a discussion on the reasons why people might start smoking or drinking alcohol, prompting pupils to share their observations and understanding.

Pupils’ Activity: Pupils contribute to the discussion, listing various reasons such as peer pressure, curiosity, stress, or social influence.

Learning Point: Pupils identify common reasons for the use of behaviour altering chemicals.

Step 5: Effects of Alcohol and Tobacco (Short-term)

Time: 6 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher uses charts and posters to explain the immediate (short-term) effects of alcohol and tobacco on the human body, such as impaired judgment, slurred speech, increased heart rate, and bad breath.

Pupils’ Activity: Pupils observe the charts, listen to the explanations, and take notes on the short-term effects.

Learning Point: Pupils learn about the immediate consequences of using these substances.

Step 6: Effects of Alcohol and Tobacco (Long-term)

Time: 5 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher continues by explaining the long-term effects of alcohol and tobacco, including serious health issues like liver damage, lung cancer, and addiction, encouraging pupils to understand the severe implications.

Pupils’ Activity: Pupils pay attention, ask questions for clarity, and record the long-term effects in their notebooks.

Learning Point: Pupils understand the severe health risks associated with prolonged use of alcohol and tobacco.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What are behaviour altering chemicals?
2. Mention two examples of behaviour altering chemicals.
3. List three reasons why people smoke or drink alcohol.
4. State two short-term and two long-term effects of alcohol on the human body.
5. Classify “marijuana” and “wine” as either alcohol or drugs.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarization/Assignment

Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of making healthy choices. The teacher then assigns homework: “Research and write down two ways to prevent substance abuse among young people.”

Pupils’ Activity: Pupils listen to the summary, ask any final questions, and copy the homework assignment.

Learning Point: Pupils reinforce their understanding and are encouraged to apply the knowledge.

Lesson Keywords

• Behaviour Altering Chemicals – Substances that change mood, thinking, and actions.
• Alcohol – A depressant substance found in drinks like beer and wine.
• Tobacco – A plant product containing nicotine, often smoked.
• Drugs – Substances that affect the body or mind when taken, other than food.
• Depressants – Drugs that slow down the central nervous system.
• Stimulants – Drugs that speed up the central nervous system.
• Hallucinogens – Drugs that alter perception, thoughts, and feelings.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research specific types of drugs and their unique effects. For those needing more support, the teacher can provide simplified charts or visual aids and offer one-on-one explanations to ensure understanding of definitions and classifications.

Note for teachers using this lesson plan

Teachers should ensure a sensitive and non-judgmental approach when discussing behaviour altering chemicals. Encourage open discussion while maintaining a clear focus on health risks and responsible choices. Emphasize that seeking help for addiction is a sign of strength, not weakness. Use local examples where appropriate to make the lesson more relatable to the pupils.