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"Drugonyms"

Estimated Time of Completion: Two 50-minute periods

I. Summary
II. Objectives
III. Materials Needed
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Online Resources
VIII. Relevant National Standards

I. Summary:

For grades 7-9. Students will work in teams to complete a "drugonym"-- an acronym where each letter in a drug name begins a new sentence or short paragraph describing properties of the drug.

II. Objectives:

• To research factual information about drugs and work as a team to convey that information to the class

III. Materials Needed:

• American Council for Drug Education's Youth Quiz

• Computers with Internet access

• Drug Information Web sites list

• Marking pens

• Large sheets of drawing paper or newsprint

IV. Procedure:

1. Have students first take the American Council for Drug Education's Youth Quiz, as an assessment of prior knowledge. You might print the quiz and distribute to each student, or go through the questions with the class as a whole.

2. Divide the class into teams.

3. Give each team of students 1 or more sheets of large drawing paper or newsprint and markers, as well as the Drug Information Web sites list.

4. Assign each team one or more drug names.

5. Instruct each team to use the letters in the assigned drug name(s) to develop an acronym where each letter begins a sentence or short paragraph that fully describes that drug name. Remind teams that each "drugonym" should include the following information:
   1. Forms, category, and how taken
   2. Street or common names
   3. Other drugs within this category
   4. Short term effects
   5. Long term effects

6. Students will spend 1 day researching the drug using the Web and meeting with their group to construct their "drugonym".

7. On the second day, part of the class will be used to finish the activity and the second part of class to present each group's "drugonym" to the class.

8. Post completed posters around the classroom. Arrange according to categories: club drugs, hallucinogens, sedatives, narcotics, amphetamines and steroids.

V. Classroom Assessment:

Score student work as a combination of group and individual assessment, according to the following 100 point scale:

• Addressed the category and forms of the drug, and how it is taken: 20 points
• Addressed street or common names of the drug: 20 points
• Addressed other drugs within the same category: 20 points
• Addressed short-term and long-term effects on the body: 20 points
• Contributed to group effort: 20 points

VI. Extensions and Adaptations:

• Students might post their "drugonyms" throughout the school and/or community.

• Students might share their "drugonyms" with local law enforcement officers, or with younger children in an after-school care environment.

• Instead of paper and markers, the "drugonyms" could be designed on the computer and presented on a Smart Board. Students familiar with Power Point might choose that option.

VII. Online Resources:

• Sites on the Drug Information Web sites list

VIII. Relevant National Standards:

These are established by McREL at http://www.mcrel.org/standards-benchmarks/docs/contents.html:

Health

• Knows the availability and effective use of health services, products, and information
• Knows how to maintain and promote personal health
• Understands aspects of substance use and abuse

Life Skills

• Working With Others: Contributes to the overall effort of a group

About the Author:
Judy Terando has taught Physical Education and Health since 1965, focusing on bringing technology into the classroom and spurring student creativity. She currently teaches high school in La Salle, IL.

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