Lesson Notes By Weeks and Term v3 - Senior Secondary 2
Behaviour Altering Chemicals
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Behaviour Altering Chemicals
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Subject: Health Education
Class: Senior Secondary 2
Term: 1st Term
Week: 7
Theme: Drugs, Alcohol And Tobacco Education
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state chemical substances that alter human behaviour discuss reasons why people drink alcohol or smoke to bacco and state the effects on human body
This section provides in-depth content for the teacher to deliver the lesson comprehensively without requiring an external textbook. 2.
1. Definition of Behaviour Altering Chemicals (Psychoactive Drugs) Behaviour altering chemicals, commonly known as psychoactive drugs, are chemical substances that primarily affect the central nervous system (brain and spinal cord), leading to changes in mood, perception, consciousness, and behaviour. These substances work by interfering with the brain's normal chemical communication processes (neurotransmitters). Abuse of these substances can lead to addiction, severe health problems, and social issues. 2.
2. Classification of Behaviour Altering Chemicals For effective understanding, psychoactive drugs can be broadly classified based on their effects on the central nervous system: Depressants: These substances slow down brain activity. They reduce anxiety, induce sleep, and can impair judgment and coordination.
Examples: Alcohol (e.g., beer, wine, spirits), Sedatives/Tranquilisers (e.g., sleeping pills like barbiturates and benzodiazepines), Opioids (e.g., heroin, morphine, codeine).
Stimulants: These substances speed up brain activity. They increase alertness, energy, heart rate, and blood pressure.
Examples: Cocaine, Nicotine (found in tobacco), Amphetamines (e.g., "mkpuru mmiri" - methamphetamine, though this is a street name for a specific form), Caffeine.
Hallucinogens: These substances alter perception, thought, and mood, often leading to hallucinations (seeing or hearing things that aren't there) and distorted reality.
Examples: Marijuana (Cannabis), LSD (Lysergic Acid Diethylamide), Psilocybin (found in "magic mushrooms").
Opioids/Narcotics: A specific class of depressants derived from the opium poppy or synthetic versions. They relieve pain and induce euphoria but are highly addictive.
Examples: Heroin, Morphine, Codeine, Tramadol (when abused). 2.
3. Specific Chemical Substances that Alter Human Behaviour (Performance Objective 1) Drawing from the classifications above, common substances relevant to the Nigerian context that alter human behaviour include: Alcohol: Found in beverages like beer, wine, palm wine, and spirits (e.g., gin, vodka, local brews like Ogogoro). It is a depressant.
Tobacco: Contains nicotine, a highly addictive stimulant. Consumed through cigarettes, cigars, snuff, and chewing tobacco.
Marijuana (Cannabis): Also known as "weed," "ganja," "igbo." It is primarily a hallucinogen, but can also have depressant and stimulant effects.
Cocaine: A powerful and highly addictive stimulant, often snorted or smoked ("crack").
Heroin: An illicit and highly addictive opioid (depressant), typically injected, snorted, or smoked.
Sleeping Pills: Prescription medications (depressants) like benzodiazepines (e.g., diazepam, lorazepam) or barbiturates, which are abused for their sedative effects.
Codeine-containing cough syrups: When abused, the opioid codeine acts as a depressant, causing euphoria and sedation.
Inhalants: Volatile substances whose fumes are sniffed or inhaled to produce mind-altering effects (e.g., glue, petrol, paint thinners). These are particularly prevalent among street children in some Nigerian cities. 2.
4. Reasons Why People Drink Alcohol or Smoke Tobacco (Performance Objective 2) Understanding the motivations behind substance use is critical for prevention.
Peer Pressure and Social Influence: A very common factor, especially among youth, who may want to "fit in," "feel among," or avoid being ridiculed by friends.
Curiosity and Experimentation: Young people, particularly adolescents, are naturally curious and may want to try new experiences, including alcohol or tobacco, out of a desire for novelty.
Stress Relief and Coping Mechanism: Some individuals use alcohol or tobacco to temporarily escape from stress, anxiety, depression, or personal problems (e.g., academic pressure, family issues, financial difficulties).
False Sense of Maturity or Adulthood: Adolescents may associate alcohol consumption or smoking with being "grown-up" or sophisticated, particularly if they see adults engaging in these behaviours.
Rebellion: Some individuals, especially teenagers, may use these substances as a form of rebellion against parental or societal rules.
Media and Advertising Influence: Despite regulations, subtle or overt portrayal of alcohol and tobacco in movies, music videos, and social media can glamorise their use, making them seem desirable or cool.
Cultural and Traditional Practices: In some Nigerian cultures, alcohol (e.g., palm wine) plays a role in traditional ceremonies, although abuse differs from customary use.
Availability: Easy access to alcohol and tobacco products in local shops, bars, or from friends can lower the barrier to initiation. * Lack of Awareness/Misinformation: Some individuals may not fully understand the health risks or may believe myths about the regulations, subtle or overt portrayal of alcohol and tobacco in movies, music videos, and social media can glamorise their use, making them seem desirable or cool.
Cultural and Traditional Practices: In some Nigerian cultures, alcohol (e.g., palm wine) plays a role in traditional ceremonies, although abuse differs from customary use.
Availability: Easy access to alcohol and tobacco products in local shops, bars, or from friends can lower the barrier to initiation.
Lack of Awareness/Misinformation: Some individuals may not fully understand the health risks or may believe myths about the benefits of these substances.
Self-Medication: For underlying psychological issues like anxiety, depression, or undiagnosed mental health conditions. 2.
5. Effects of Alcohol and Tobacco on the Human Body (Performance Objective 2) 2.5.
1. Effects of Alcohol on the Human Body: Alcohol, when consumed, is rapidly absorbed into the bloodstream and affects almost every organ system. The severity of effects depends on the amount consumed, frequency, and individual factors.
Brain and Central Nervous System: Immediate: Impaired judgment, slowed reaction time, loss of coordination (leading to accidents), slurred speech, memory loss (blackouts), drowsiness, loss of consciousness, coma, and even death (alcohol poisoning).
Long-term: Permanent brain damage, memory problems, dementia, nerve damage (neuropathy), increased risk of stroke.
Liver: Acute: Fatty liver (steatosis), which is reversible.
Chronic: Alcoholic hepatitis (inflammation), cirrhosis (irreversible scarring of the liver, leading to liver failure and death), increased risk of liver cancer. Cardiovascular System (Heart and Blood Vessels): Acute: Increased heart rate, temporary rise in blood pressure.
Chronic: High blood pressure (hypertension), weakening of the heart muscle (cardiomyopathy), irregular heartbeats (arrhythmias), increased risk of stroke and heart attack. Gastrointestinal System (Stomach and Intestines): Inflammation of the stomach lining (gastritis), ulcers, bleeding, pancreatitis (inflammation of the pancreas), malabsorption of nutrients.
Immune System: Weakens the immune system, making the body more susceptible to infections like pneumonia and tuberculosis.
Reproductive System: Impotence in men, menstrual irregularities and infertility in women. During pregnancy, it causes Foetal Alcohol Spectrum Disorders (FASD), leading to birth defects and developmental problems in the child.
Mental Health: Worsens existing depression and anxiety, increases risk of developing new mental health disorders, and suicidal thoughts.
Addiction: Alcohol is highly addictive, leading to dependence and withdrawal symptoms. 2.5.
2. Effects of Tobacco (Nicotine) on the Human Body: Tobacco contains thousands of chemicals, including nicotine (addictive), tar (carcinogenic), and carbon monoxide.
Respiratory System (Lungs and Airways): Acute: Cough, shortness of breath, increased phlegm production.
Chronic: Chronic Bronchitis (persistent cough with mucus), Emphysema (destruction of air sacs in the lungs, leading to severe breathing difficulties), Lung Cancer (the leading cause of cancer death), increased risk of other respiratory infections like pneumonia. Cardiovascular System (Heart and Blood Vessels): Nicotine increases heart rate and blood pressure. Carbon monoxide reduces oxygen-carrying capacity of blood. Damage to blood vessel walls, leading to atherosclerosis (hardening and narrowing of arteries), increased risk of heart attack, stroke, and peripheral artery disease (poor circulation in limbs).
Cancers: Beyond lung cancer, smoking significantly increases the risk of cancers of the mouth, throat (larynx and pharynx), oesophagus, bladder, kidney, pancreas, stomach, cervix, and acute myeloid leukaemia.
Oral Health: Gum disease (periodontitis), tooth decay, bad breath, discolouration of teeth, increased risk of oral cancer.
Skin: Premature aging of the skin, wrinkles, dull complexion.
Reproductive System: Reduced fertility in both men and women, increased risk of miscarriage, premature birth, low birth weight, and sudden infant death syndrome (SIDS) if the mother smokes during pregnancy.
Immune System: Suppresses the immune system, making smokers more vulnerable to infections.
Addiction: Nicotine is one of the most addictive substances, leading to strong physical and psychological dependence. This section outlines practical activities for lesson delivery. 3.
1. Introduction (10 minutes)
Activity 1 (Teacher-led Discussion): The teacher initiates a brief discussion by asking students what they understand by "chemicals." Then, the teacher connects this to chemicals we ingest or inhale that can change how we feel or act.
Activity 2 (Brainstorming): The teacher writes "Things that change how people behave" on the board and asks students to brainstorm substances they know (even if they don't yet know the chemical name). The teacher guides them towards common examples like alcohol, tobacco, and marijuana.
Activity 3 (KWL Chart - Optional): The teacher can introduce a KWL chart for students to fill out: What they Know about behaviour-altering chemicals, what they Want to know, and later, what they Learned. 3.
2. Lesson Development (35 minutes) Activity 1 (Teacher Exposition and Visual Aids): The teacher systematically explains what behaviour-altering chemicals are, their impact on the Central Nervous System, and then introduces the classification (depressants, stimulants, hallucinogens, opioids) with specific examples relevant to Nigeria. The teacher uses charts, diagrams, or pictures showing the effects of drugs on the brain or body organs. Teacher provides specific examples for Performance Objective 1: Alcohol (beer, wine, Ogogoro), Tobacco (cigarettes, snuff), Marijuana, Cocaine, Heroin, Sleeping Pills, Codeine-containing syrups.* Activity 2 (Group Discussion - Reasons for Use): The teacher divides the class into small groups (e.g., 4-5 students per group). Each group discusses "Why do people in our community (especially young people) start drinking alcohol or smoking tobacco?" (Performance Objective 2). Each group appoints a leader to report findings. Teacher circulates, guides discussions, and ensures engagement, prompting with questions like "What roles do friends play?", "What about stress?", "What do adverts show?"* Activity 3 (Reporting and Teacher Synthesis): Groups present their reasons. The teacher consolidates these points on the board, adding any missed but crucial reasons (e.g., media influence, self-medication, availability).
Activity 4 (Paired Think-Share - Effects): The teacher instructs students to pair up. Each pair discusses and lists as many negative effects of alcohol abuse and tobacco smoking on the human body as they can think of. (Performance Objective 2). Teacher encourages students to think about different body systems (lungs, liver, brain, heart).* Activity 5 (Class Sharing and Teacher Elaboration): Pairs share their lists. The teacher compiles a comprehensive list on the board, elaborating on the specific physiological effects of alcohol (e.g., cirrhosis, brain damage, heart disease) and tobacco (e.g., lung cancer, emphysema, heart attack) on major organs and systems. This is where the teacher provides detailed scientific explanations from Key Concepts 2.5.1 and 2.5.
2. Teacher uses simple analogies or visual aids (e.g., a diagram of a healthy liver versus a cirrhotic liver, healthy lungs versus smoker's lungs) to reinforce understanding.* 3.
3. Conclusion (5 minutes)
Activity 1 (Quick Review/Q&A): The teacher conducts a quick question-and-answer session to recap the main points: types of behaviour-altering chemicals, reasons for use, and their effects.
Activity 2 (Call to Action): The teacher emphasizes the importance of making healthy choices and avoiding substance abuse, linking it to personal well-being and community development. The teacher facilitates these questions after concept delivery to check for understanding.
Question: Name three chemical substances commonly found in Nigerian communities that are known to alter human behaviour.
Solution: Alcohol (found in beer, palm wine, local spirits like 'ogogoro'). Tobacco (in cigarettes, snuff). Marijuana ('weed', 'igbo').
Commentary: This directly tests the first performance objective, focusing on common, relatable examples. Other correct answers could include Cocaine, Heroin, Codeine syrup (abused), Sleeping Pills (abused).
Question: Explain two common reasons why a young person in Nigeria might start smoking tobacco.
Solution: Peer Pressure: Friends or social groups might influence them to try it "to fit in" or "feel among" their peers.
Curiosity/Experimentation: A desire to try new things or experience what smoking feels like, especially if they see others doing it.
Commentary: This addresses the second performance objective, linking reasons to the Nigerian youth context. Other valid reasons include stress relief, rebellion, media influence, or associating smoking with maturity.
Question: Classify the following substances based on their primary effect on the central nervous system: a) Beer b) Cocaine c) Sleeping Pills (e.g., diazepam) d) Marijuana e)
Heroin f)
Cigarettes Solution: a)
Beer: Depressant b)
Cocaine: Stimulant c)
Sleeping Pills: Depressant d)
Marijuana: Hallucinogen (can also have depressant/stimulant effects) e)
Heroin: Opioid/Depressant f)
Cigarettes (Nicotine): Stimulant
Commentary: This tests the understanding of drug classification, crucial for the first performance objective and foundational knowledge.
Question: Imagine your uncle has been drinking excessive amounts of alcohol for several years. Describe two potential long-term health effects this habit could have on his body.
Solution: Liver Damage (Cirrhosis): Prolonged heavy drinking can cause irreversible scarring of the liver, leading to liver failure.
Brain Damage: Chronic alcohol abuse can lead to permanent damage to brain cells, causing memory problems, cognitive decline, and even alcoholic dementia.
Commentary: This addresses the second performance objective, focusing on the long-term effects of alcohol, using a relatable scenario. Other valid answers include heart disease, high blood pressure, increased cancer risk, pancreatitis.
Community Health Campaigns: Students can apply their knowledge by participating in or creating awareness campaigns within their schools or local communities (e.g., during school health week or community youth programmes). They can design posters, short skits, or presentations on the dangers of substance abuse, drawing on specific effects on the liver, lungs, and brain relevant to illnesses prevalent in Nigerian society. This directly links to the efforts of organisations like NDLEA (National Drug Law Enforcement Agency) and NAFDAC (National Agency for Food and Drug Administration and Control) in Nigeria. Personal Decision-Making and Refusal Skills: The lesson provides students with the factual basis to make informed personal choices about alcohol and tobacco. Understanding the severe health consequences and reasons for use equips them with stronger refusal skills when faced with peer pressure, enabling them to protect their health and future, particularly in social gatherings and youth hangouts common in Nigeria. Socio-economic Impact and Family Stability: Students can analyse how substance abuse impacts families and the broader Nigerian economy. For instance, the financial burden of addiction, loss of productivity due to illness or absenteeism, increased crime rates, and the strain on healthcare services are tangible consequences that affect many Nigerian households and the nation's development. This integrates with discussions on economic stability and social welfare programmes.