naval divisioni?cation of Drugs Level: PSE Years 8, 9 or 10 Class intervention 1 1 IL basic Q U E SN O TN S TIO ES (i) investigate volunteers from the class to respond in turn to the forefront What be drugs?. Record their answers on a blackboard or ?ipchart, found around the following(a) pattern and appropriate links: DRUGS profound SOCIAL USE MEDICINE Compare the results with scallywags 6 and 7 of the book. (5 proceeding) (ii) pass to the class the following categories of drugs (see page 85): 1. 2. 3. 4. Hallucinogens Inebriants Hypnotics Stimulants (3 minutes) Group engage wear out the class into eight groups (suggest using haphazard method of splitting) and int depot each group one drug to investigate, using the following page references: 1. 2. 3. 4. 5. 6. 7. 8. Cannabis, pages 8687 LSD, pages 8889 Alcohol, pages 9093 Solvents, pages 9495 Heroin, pages 9699 Nicotine, pages 102cv Cocaine, pages 106108 Ecstasy, pages 109110 © Portland Pres s Ltd, 1998 1 Classi?cation of Drugs, Notes page 1 Each group should pass water a SCRIBE to complete the Student Worksheet on Classi?cation of Drugs, and a newsman to present the information to the class at the end of the session.
(10 minutes for group intelligences; 3 minutes for each report) Class discussion 2 Lead a discussion on pupils perceptions of the dangers of drugs and the increase social/recreational use of drugs. (10 minutes; or alternatively incorporate within group discussions above) Additional performance (homework) Groups expertness also be asked to compile the answers from their completed worksheet s into a feature Sheet, incorporating the i! nformation which they feel to be more or less important about their particular drug. These Fact Sheets could therefore be photocopied and circulated to the whole class. (30 minutes) © Portland Press Ltd, 1998 1 Classi?cation of Drugs, Notes page 2 If you want to amaze a full essay, order it on our website:
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