1. US Curriculums
  2. TEKS
  3. Grade 7
  4. Health Education
  5. Identify at least one example of who, when, where, and how to get help related to the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances

Grade 7 · Health Education

Identify at least one example of who, when, where, and how to get help related to the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances

Quarter 3 · Week 5 · TEKS

Standards Alignment

  • TEKS.115.27.G7.17C primary
    identify at least one example of who, when, where, and how to get help related to the use and misuse of alcohol; tobacco; drugs, including prescription drugs; and other substances.

Lesson Overview

This lesson helps Grade 7 students identify specific examples of who to ask for help, when to seek help, where to find help, and how to get help related to the use and misuse of alcohol, tobacco, drugs including prescription drugs, and other substances. Students will learn about treatment options and resources available in their community and beyond, developing skills to recognize when help is needed and how to access it.

Learning Objectives

  • Identify at least one example of who can provide help related to the use and misuse of alcohol, tobacco, drugs, including prescription drugs, and other substances.
  • Describe when it is appropriate to seek help for substance use or misuse.
  • Locate where help can be found in the community or through other resources.
  • Explain how to get help, including steps to take and communication strategies.

Success Criteria

  • Students can name at least one person or organization that can help with substance misuse issues.
  • Students can explain situations when it is important to seek help.
  • Students can identify places or services where help is available.
  • Students can describe how to ask for help effectively and safely.

Prerequisite Knowledge

Students should have a basic understanding of what alcohol, tobacco, drugs, and prescription drugs are, including the difference between use and misuse, and the potential risks associated with misuse.

Key Vocabulary

  • Alcohol
  • Tobacco
  • Drugs
  • Prescription drugs
  • Substance misuse
  • Treatment
  • Help resources
  • Community support
  • Counselor
  • Helpline

Materials and Resources

  • Whiteboard or chart paper
  • Markers
  • Printed scenarios for role play
  • List of local and national help resources (e.g., hotlines, clinics, counselors)
  • Handouts with key vocabulary and resource contacts

Teacher Preparation

  • Prepare examples of who can help (e.g., trusted adult, school counselor, doctor, helpline).
  • Gather or create scenarios illustrating when and how to seek help.
  • Compile a list of local and national resources for substance misuse help.
  • Prepare discussion questions and role-play prompts.

Detailed Lesson Notes

Understanding Who Can Help

Explain that help can come from many sources including trusted adults (parents, teachers, counselors), healthcare professionals (doctors, nurses), community organizations, and helplines. Emphasize the importance of choosing someone trustworthy and supportive. Provide examples such as school counselors, local health clinics, or national helplines.

Recognizing When to Seek Help

Discuss situations that indicate it is time to get help, such as feeling unable to stop using substances, experiencing negative effects on health or relationships, or witnessing misuse in others. Help students understand that seeking help early can prevent more serious problems.

Knowing Where to Find Help

Identify places where help is available, including school counseling offices, community health centers, hospitals, support groups, and online resources. Share examples of local resources and national organizations that provide assistance for substance misuse.

How to Get Help: Steps and Communication

Teach students practical steps to get help: recognizing the problem, deciding to ask for help, choosing the right person or resource, and communicating clearly and honestly. Role-play asking for help to build confidence. Discuss confidentiality and safety when seeking help.

Common Misconceptions

Address misconceptions such as 'only people with serious problems need help,' or 'asking for help is a sign of weakness.' Reinforce that everyone can benefit from support and that seeking help is a strong, responsible choice.

Worked Examples

Worked Example 1

Scenario

In a scenario where a student notices a friend is using prescription drugs improperly and seems upset, identify who the friend could ask for help, when they should ask, where to find help, and how to ask.

Explanation

The friend could ask a trusted adult such as a parent, school counselor, or doctor. They should seek help as soon as they recognize the problem or feel unsafe. Help can be found at school counseling offices, healthcare providers, or helplines. They can ask by honestly explaining their concerns and asking for support or advice.

Answer Guide

Who: Trusted adult like a school counselor or parent. When: As soon as the problem is noticed. Where: School counselor's office or healthcare provider. How: By honestly talking about the problem and asking for help.

Engage

Teacher Activity

Begin by asking students if they know anyone who has ever needed help with alcohol, tobacco, or drug use and what kind of help they think is available.

Student Activity

Students share ideas about who might help someone with substance misuse and discuss their own experiences or observations.

Explanation

This activity activates prior knowledge and sets the stage for learning about specific help resources and strategies.

Examples

  • Students mention trusted adults, counselors, or health professionals.
  • Students recognize that substance misuse can cause problems needing help.
  • Students show curiosity about help options.

Explore

Teacher Activity

Present scenarios describing different situations involving alcohol, tobacco, or drug misuse. Guide students to identify who could help, when help should be sought, where to find help, and how to ask for it.

Student Activity

In small groups, students analyze each scenario and discuss answers to the four questions: who, when, where, and how to get help.

Explanation

This phase allows students to apply concepts to realistic situations, deepening understanding through discussion and collaboration.

Examples

  • Students identify appropriate helpers such as counselors or helplines.
  • Students recognize early signs for seeking help.
  • Students locate community or school resources.
  • Students suggest clear communication strategies.

Explain

Teacher Activity

Directly teach key points about who can help, when to seek help, where help is available, and how to get help. Use the whiteboard to list examples and steps. Clarify misconceptions.

Student Activity

Take notes, ask questions, and participate in discussion to clarify understanding.

Explanation

This phase consolidates learning by providing clear, structured information and correcting misunderstandings.

Examples

  • Students list multiple helpers and resources.
  • Students understand the importance of timely help.
  • Students describe steps for seeking help.
  • Students identify barriers to asking for help.

Elaborate

Teacher Activity

Lead role-play activities where students practice asking for help in different scenarios. Facilitate reflection on feelings and challenges during the role-play.

Student Activity

Participate in role-plays, practicing communication and decision-making skills related to seeking help.

Explanation

Role-playing builds confidence and practical skills for real-life situations involving substance misuse and help-seeking.

Examples

  • Students demonstrate respectful and clear communication.
  • Students reflect on emotions and challenges.
  • Students suggest improvements for future help-seeking.

Evaluate

Teacher Activity

Ask students to write or verbally explain one example each of who, when, where, and how to get help for substance misuse. Use this to assess understanding.

Student Activity

Complete the exit ticket by providing examples of who to ask, when to seek help, where to find help, and how to get help.

Explanation

This assessment confirms that students can identify and explain key concepts from the lesson.

Examples

  • Students provide accurate and relevant examples.
  • Students demonstrate understanding of timing and process for seeking help.

Classroom Activity

In small groups, students analyze each scenario and discuss answers to the four questions: who, when, where, and how to get help.

Guided Practice

Guided Practice 1

Prompt

Who can you ask for help related to substance misuse?

Teacher Answer Guide

A trusted adult like a parent, teacher, counselor, or healthcare professional.

Guided Practice 2

Prompt

When should you seek help for substance misuse?

Teacher Answer Guide

When you notice problems caused by substance use or feel unable to stop using substances.

Guided Practice 3

Prompt

Where can you find help for substance misuse?

Teacher Answer Guide

At school counseling offices, community health centers, hospitals, support groups, or helplines.

Guided Practice 4

Prompt

How do you ask for help?

Teacher Answer Guide

By honestly explaining your concerns to a trusted person and asking for support or advice.

Independent Practice

  1. Foundational: Name one person you could ask for help if you or someone you know is misusing alcohol.
  2. Developing: Describe a situation when it would be important to seek help for drug misuse.
  3. Application: Identify where in your community you could go to get help for tobacco misuse and explain how you would ask for help.
  4. Analysis: Compare two different sources of help for substance misuse and explain which might be better in different situations.
  5. Challenge: Explain why some people might hesitate to ask for help with substance misuse and suggest strategies to overcome these barriers.

Independent Practice Teacher Answer Key

  1. 1. A trusted adult such as a parent, teacher, or school counselor.
  2. 2. When someone feels they cannot stop using drugs or if drug use is causing problems at home, school, or with friends.
  3. 3. You could go to a school counselor or a local health clinic. You would ask for help by explaining your concerns honestly and asking for advice or support.
  4. 4. A school counselor might be better for ongoing support and guidance during school hours, while a helpline can provide immediate, confidential help anytime. The choice depends on the urgency and privacy needs.
  5. 5. People might hesitate due to fear of judgment, embarrassment, or not knowing who to trust. Strategies include educating about confidentiality, encouraging open communication, and providing information about supportive resources.

Guiding Questions

  • Who can help with problems related to alcohol, tobacco, or drugs?
  • When is it important to seek help?
  • Where can you find help in your community?
  • How can you ask for help effectively and safely?

Common Misconceptions

  • Only people with serious problems need to ask for help.
  • Asking for help means you are weak or a failure.
  • Help is only available in hospitals or clinics.
  • You have to solve substance misuse problems on your own.

Differentiation

Support and Intervention

Provide a list of trusted adults and local resources for students to reference. Use simple language and visuals to explain key concepts. Allow students to work in pairs or small groups for discussions.

English-Language Learner Support

Use clear, simple sentences and repeat key vocabulary. Provide bilingual resource lists if possible. Use visual aids and gestures to support understanding.

Advanced and Extension

Encourage students to research additional community resources online. Have students create informational brochures about help resources. Facilitate discussions on the role of digital tools in seeking help.

Assessment

  • Observe student participation in scenario discussions and role-plays.
  • Ask questions during direct teaching to check understanding.
  • Review student responses during guided practice.
  • Write one example each of who to ask, when to seek help, where to find help, and how to ask for help related to substance misuse.
  • Create a presentation or poster about local and national help resources for substance misuse.
  • Write a reflective essay on the importance of seeking help and overcoming barriers.

Answer Guide

  • Who can you ask for help related to substance misuse?
    Answer: A trusted adult like a parent, teacher, counselor, or healthcare professional.
  • When should you seek help for substance misuse?
    Answer: When you notice problems caused by substance use or feel unable to stop using substances.
  • Where can you find help for substance misuse?
    Answer: At school counseling offices, community health centers, hospitals, support groups, or helplines.
  • How do you ask for help?
    Answer: By honestly explaining your concerns to a trusted person and asking for support or advice.

Real-Life Application

Encourage students to talk with their family about the importance of knowing who to ask for help and where to find resources if needed.

Homework or Home Connection

  • Encourage students to talk with their family about the importance of knowing who to ask for help and where to find resources if needed.

Lesson Summary

Students learned to identify specific examples of who can help with substance misuse, when it is important to seek help, where help can be found, and how to ask for help effectively. They practiced these skills through discussion, scenarios, and role-play to build confidence and understanding of treatment options and support resources.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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