Commonly Used Drugs

Grade 5 · Physical Education

Semester 2 | Period 6 | Week 34

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Subject: Physical Education

Semester: 2

Period: 6

Week: 34

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 5
Date: Week 34
Lesson Duration: 45 minutes
Week & Period: Week 34, Period 6
Topic: Commonly Used Drugs
Sub-topic: Drugs – marijuana (grass), opium, cigarette, tobacco, snuff, cola nuts

Learning Objectives
By the end of the lesson, students should be able to identify commonly abused drugs, explain their effects, and state why they are harmful.

Previous Knowledge
Students already know that drugs and alcohol can damage the body.

Instructional Materials
Charts showing pictures of drugs, role-play cards, whiteboard.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks learners if they have seen people smoking or chewing strange substances and what happened.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Definition:
The teacher defines drugs as substances that can change how the body or mind works. Some drugs are given by doctors for treatment, but when misused, they become harmful and lead to drug abuse.

Explanation of Commonly Abused Drugs:

  1. Marijuana (Grass/Weed):
    • A plant drug that affects the brain.
    • Causes weak memory, poor concentration, laziness, and loss of interest in school work.
    • Example: A student who smokes marijuana may forget what they learned in class.
  2. Opium:
    • Comes from the poppy plant, used wrongly for pleasure.
    • Causes drowsiness, weakness, and addiction.
    • Example: A person who takes opium may always feel sleepy and unable to do daily tasks.
  3. Cigarette and Tobacco:
    • Contain nicotine that harms the lungs.
    • Cause lung diseases, coughing, and cancer.
    • Example: Smokers often get tired quickly during sports because their lungs are weak.
  4. Snuff:
    • Powdered tobacco sniffed through the nose.
    • Damages nose lining, causes bleeding, and reduces brain function.
    • Example: A person who takes snuff may always have runny nose or difficulty breathing.
  5. Cola Nuts:
    • Natural stimulant that people chew for energy.
    • Overuse increases heartbeat, causes restlessness, and reduces concentration.
    • Example: A student who chews too many cola nuts may feel anxious and unable to focus in class.

Demonstration:

  • Teacher shows charts or drawings of the substances (marijuana leaf, cigarette, cola nut, etc.).
  • Teacher demonstrates refusal skills by acting out a peer offering drugs and saying “No” firmly.
  • Teacher highlights with comparisons: Healthy lungs vs. smoker’s lungs, attentive learner vs. drug abuser.

Practical Activities:

  1. Drug Identification: Learners identify drugs from pictures, charts, or simple drawings.
  2. Role-Play Scenes: Groups act out scenarios:
    • A peer offering marijuana.
    • A friend pressuring someone to smoke.
    • A learner refusing politely but firmly.
  3. Effect Discussion: Learners brainstorm one harmful effect of each drug and write it down.

Learners’ Activities (Expanded):

  • Learners name drugs they know and classify them as harmful.
  • Learners participate in group role-plays showing refusal skills.
  • Learners state one harmful effect of each drug explained by the teacher.

Assessment Checks:

  • Teacher asks:
  1. Name three commonly abused drugs.
  2. State one harmful effect of each.
  3. Show how you would refuse if a friend offered you drugs.
  • Teacher observes learners’ role-plays to check confidence and understanding.

Notes (Expanded & Detailed):

  • Drugs may give temporary excitement, but they damage the body, mind, and future.
  • They cause poor school performance, health breakdown, and loss of family trust.
  • The best choice is to avoid drugs completely and choose healthy habits such as sports, reading, and good friends.

Assignment:

  1. List five commonly abused drugs and write one harmful effect of each.
  2. Draw or paste pictures of at least two drugs and label them “Harmful.”
  3. Write a short dialogue (4–5 lines) showing how you would refuse drugs if a friend offered them.
  4. At home, ask your parent/guardian: “Why should young people avoid drugs?” Write their answer in your notebook.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises list of drugs, their effects, and how to resist peer pressure.

Evaluation Method (Expanded)
Exit slip/quiz: Learners write two drugs and one harmful effect of each. Teacher will collect slips and provide oral feedback.

Assignment (Expanded)
Draw and label one harmful drug and write its effect.

Follow-up Activity
Learners will discuss with parents or guardians why drugs are dangerous.

Differentiation / Inclusive Strategies
Visuals and role-play are used for learners who learn better through demonstration.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low