Aim: How does alcohol affect the user?

Aim: how does alcohol effect the systems of the body?

Aim: How does alcohol affect the systems of the body?

Do now: Look at the statements on the board. Write down if you think each statement is a myth or a fact.
Statements: Its OK to drive if you’ve only had a few drinks
Drinking black coffee can sober you up
Mixing drinks will make you drunker
Drink milk before drinking to coat the stomach and you won’t get as drunk
Taking a cold shower can sober you up

Class notes: What’s in a drink?
One drink = 12 oz glass of beer (beer is 4-6% alcohol)
4-6 oz glass of wine/champagne (12-16% alcohol)
2 oz shot of liquor (40-95% alcohol)
Drinks that are 100% alcohol are ILLEGAL in the US because pure alcohol could slow down the systems of the body so much that they would stop functioning (death)
BAC- Blood alcohol concentration- refers to the amount of alcohol in the blood stream
Proof- Equals twice the percentage of alcohol (something 100 proof is 50% alcohol)
DWI- driving while intoxicated- in NYS DWI = a BAC of .08%

Aim: How are the different drugs classified?

Vocabulary (continued from yesterday):
Side effects- unwanted, dangerous physical and mental effects caused by a drug
Overdose- serious reaction to an excessive amount of a drug
Tolerance- as the body adjusts to a drug, more of the drug is needed to produce the same effect
Addiction- the craving for the drug leads to compulsive, uncontrollable behavior. The person’s brain needs the drug in order to function normally.
Withdrawal- a series of painful, sometimes life-threatening effects an addict will experience when the brain and body is deprived of the drug
Antagonistic interaction- each drug’s effect is cancelled out by the other, or the action is reduced (nicotine cancels out or lessens the effects of medication for high blood pressure)
Synergisitc interaction- drugs interact to produce effects greater than those that each drug would produce alone (alcohol intensifies the effects of sleeping pills/sedatives).

Aim: How are the different drugs classified?

Do now: Name a drug.

Class notes: You may refer to the worksheet, Types of Drug Use, and the textbook pages for the class notes.
Types of Drugs
Medicine: legal drugs that help the body fight injury, illness or disease
Over the counter- purchased legally without a prescription
Prescription- written consent by a physician needed
o Psychoactive drugs: Chemicals that affect the activity of brain cells and alter perception, thought and mood, and possibly create illusions in the mind of the user.
o Drugs are classified into the following categories:
Stimulants- Speed up the systems of the body (heart rate, breathing rate, blood pressure) user feels excited and alert- examples: cocaine, amphetamines, nicotine, caffeine
Depressants- Slow down systems of the body (heart rate, breathing rate, blood pressure) user feels relaxed, tension relieved- examples: narcotics (drugs made from opium plant- heroin, codeine, morphine, opium), alcohol, barbiturates, sedatives
Hallucinogens- Alters perception and can create visual or auditory hallucinations- examples: LSD, PCP, ecstasy, ketamine
Inhalants- examples: spray paint, markers, glue
Marijuana- Acts as a stimulant, depressant, and hallucinogen- examples: hashish
Steroids- examples: anabolic sterioids
How drugs are classified: Drugs are classified based on their:
Drug action- what a drug does to your body (speeds things up, etc.)
Drug effect- what you feel- the physical and mental response to the drug’s action (makes user feel alert)

Illegal Drugs- Chemicals that are forbidden by law because their dangerous and unpredictable effects outweigh any useful purposes they may have
Types of Drug Use:
Drug Use- use of legal drugs correctly for specific purposes
Drug misuse-improper use of a drug
Drug abuse- When people intentionally misuse any kind of drug for non-medicinal purposes

Aim: How can we dispel the myths about tobacco and marijuana?

Do now: write down some common myths you hear about tobacco and marijuana.

“How to use a condom” presentation

Class notes: Using a condom
Condoms can provide good protection from pregnancy and infection when used correctly and consistently during vaginal, anal or oral sex.
How condoms prevent HIV infection: Condoms block the discharge of semen. It protects the wearers partner from semen, which can carry HIV. Condoms also protect the wearer from a partner’s body fluids which can carry HIV. Condoms made from sheep membranes do not provide the same degree of protection as latex condoms.
When buying condoms, people should:
Make sure the condom is made of latex
Make sure the condom has FDA approval. The box must say the condoms are for “STD prevention” or “disease prevention”. Some novelty condoms (glow in the dark) are not meant for disease or pregnancy prevention.
Check the expiration date on the condom package.
When storing condoms:
Do not expose the condoms to heat, sunlight, or ozone
Do not store in a wallet, pocket or car glove compartment
When condoms don’t work:
The rate of breakage ranges from .6% to 6% during vaginal intercourse. Most condom failures probably result from incorrect use. Condoms can be broken or damaged during sexual activity by:
Being torn by fingernails, jewelry or other sharp objects during unwrapping
Being ripped or broken because of pulling instead of rolling onto the penis
Being pulled on too tightly with no room left at the tip
Use of oil based creams or lubricants

Aim: What are the most effective ways to prevent pregnancy/infection?

HW- Visit or call a clinic worksheet

Aim: What are the most effective ways to prevent pregnancy/infection?

Do now: List the different forms of birth control. Which of these methods are also effective in avoiding infection?
HW- Shopping information form

Class notes: Methods that DON”T work:
Withdrawal: taking the penis out of the vaginia before ejaculation so that the sperm doesn’t go into her body. Withdrwawal can’t be counted on to prevent pregnancy because the man has a few drops of semen on the end of his penis as soon as it becomes erect. Even if he withdrawals before he ejaculates, sperm can get into the woman’s body and make her pregnant or transmit an STD. Couple’s shouldn’t rely on withdrawal since it requires them to interrupt sex exactly when they don’t want to.
Douching: After sex, the woman immediately washes out her vagina hoping to wash out and kill sperm. Sperm travel very quickly and some will already have moved through the cervix and into the uterus by the time a woman is able to douche.
Hoping: Beliving that “it can’t happen to me” doesn’t work. Sometimes people think that if they have sex once and don’t get pregnant, they can’t get pregnant. Just because a woman doesn’t get pregnant the first time, or the twentieth time, doesn’t mean she won’t get pregnant the next time.
Rhythm: A woman keeps track of her past menstrual cycles and tries to figure out the days when she is least likely to become pregnant. This method gives a woman a sense that she is “safe” when she is not. NO woman can really know what will happen in her next cycle. Illness, stress, fatigue can upset hormone system and cause ovulation to occur at an irregular time. Young women are especially likely to have irregular cycles.

Aim- How can an individual use refusal skills to help them remain abstinent?

Do now- What different things influence your decision of whether or not to have sex?

Class notes: Influences on sexual choices
Inside yourself- romantic feelings, curiosity, desire to grow up, need for love or to express love
Friends- “everyone else is doing it”
The media- send messages that sex is a common, early part of a romantic relationship and has few physical or emotional consequences

Besides self-talk (things you can say within yourself over and over to support your abstinence choice) and practicing self control (actions you take to control yourself against making decisions that might not support your abstinence choice), there are more ways to support your abstinence choice.
Verbal and Non verbal ways to refuse sexual advances.
Say “NO”
Repeat the Refusal
Suggest an alternative
Use body language that says “no”
Build the relationship (if appropriate)

Aim: How can an individual recognize the risks of sex, pregnancy, or STD’s?

Do now: List some situations that may increase someone’s chances of having sex.

Aim- How can an individual use refusal skills to support their abstinence choice?

Do Now- What might your friends say or do to try to convince you to do something after you’ve said “no” to them?HW- Staying abstinent worksheet

World Aids Day

We will be observing World AIDS Day we have a guest speaker coming to the school.
In room B244.

Aim- How can an individual use refusal skills to support their abstinence choice?

Class notes- Alternative actions- suggest an activity that gets you out of the situation, suggest an activity that is positive, fun and realistic. Delay Tactics- say or do something to break the mood or cools down the situation say or do something that gives you time to think.
Make a delay statement
Take a delay action
Create space
End the situation quickly
Build the relationship (if appropriate)

Aim- How can an individual use refusal skills to help them remain abstinent?

Continued

Aim: What are the benefits to being abstinent?

Do now: Why do teenagers choose to be abstinent? What might be some reasons teenagers would choose not to be abstinent?

Class notes: Reasons that many teens don’t have sex.

Aim: How does the male reproductive system work?