Compare and contrast physical and social influences on alcohol, tobacco, and other drug use behaviors

Standards Alignment

• TEKS.115.38.16A primary
  compare and contrast physical and social influences on alcohol, tobacco, and other drug use behaviors;
• TEKS.115.38.16B primary
  design materials for health advocacy such as promoting a substance-free life; and

Lesson Overview

This Grade 9 Health Education lesson focuses on helping students compare and contrast the physical and social influences that affect behaviors related to alcohol, tobacco, and other drug use. Students will explore how these influences shape decisions and learn to design health advocacy materials promoting a substance-free life. The lesson aligns with TEKS standards TEKS.115.38.16A and TEKS.115.38.16B and is designed for direct teaching, guided practice, and reflection within the Health I course context.

Learning Objectives

• Identify and describe physical influences on alcohol, tobacco, and other drug use behaviors.
• Identify and describe social influences on alcohol, tobacco, and other drug use behaviors.
• Compare and contrast physical and social influences on these substance use behaviors.
• Design health advocacy materials that promote a substance-free lifestyle.

Success Criteria

• Students can list examples of physical influences on substance use behaviors.
• Students can list examples of social influences on substance use behaviors.
• Students can explain similarities and differences between physical and social influences.
• Students can create clear and persuasive health advocacy materials promoting substance-free choices.

Prerequisite Knowledge

Students should have a basic understanding of what alcohol, tobacco, and other drugs are, and general knowledge about health and decision-making.

Key Vocabulary

• Physical influences
• Social influences
• Alcohol
• Tobacco
• Other drugs
• Substance use behaviors
• Health advocacy
• Substance-free life

Materials and Resources

• Whiteboard or chart paper
• Markers
• Paper and art supplies for creating advocacy materials (e.g., poster paper, colored pencils, markers)
• Examples of health advocacy materials (posters, brochures)

Teacher Preparation

• Review TEKS standards TEKS.115.38.16A and TEKS.115.38.16B to ensure alignment.
• Prepare examples of physical and social influences related to substance use.
• Gather or create sample health advocacy materials promoting substance-free lifestyles.
• Prepare guiding questions and discussion prompts.

Detailed Lesson Notes

Understanding Physical Influences on Substance Use Behaviors

Physical influences are factors related to the body and biological responses that affect decisions about alcohol, tobacco, and other drug use. These can include genetic predispositions, physical addiction or dependence, withdrawal symptoms, and the immediate physical effects substances have on the body such as changes in brain chemistry, health consequences, or physical cravings. For example, a person might continue using tobacco because their body has developed a nicotine addiction, which creates physical cravings and withdrawal symptoms when not using it.

Understanding Social Influences on Substance Use Behaviors

Social influences involve the impact of relationships, community, culture, and social environments on substance use behaviors. These include peer pressure, family attitudes and behaviors, cultural norms, media messages, and social acceptance or rejection. For example, a teenager might start drinking alcohol because their friends do it and they want to fit in, or because family members use substances regularly. Social influences can encourage or discourage substance use depending on the context.

Comparing and Contrasting Physical and Social Influences

While physical influences are internal and biological, social influences are external and environmental. Physical influences often relate to how the body reacts to substances and the physical addiction cycle, whereas social influences relate to how people’s relationships and surroundings affect their choices. Both types of influences can strongly affect behavior, but they operate differently. For instance, a person might want to quit smoking due to physical health effects (physical influence) but struggle because their social group smokes regularly (social influence). Understanding both helps in creating effective prevention and intervention strategies.

Designing Health Advocacy Materials to Promote a Substance-Free Life

Health advocacy materials are tools used to inform, persuade, and support healthy choices. When designing materials to promote a substance-free life, students should consider clear messages that address both physical and social influences. For example, posters might highlight the physical health risks of substance use and also encourage positive social behaviors like choosing friends who support healthy decisions. Effective materials use simple language, visuals, and relatable scenarios to reach their audience. Students should be encouraged to think about who their audience is and what messages will be most convincing and supportive.

Worked Examples

Classroom Activity

Students participate in creating the T-chart by suggesting examples and discussing why each fits physical or social influence.

Guided Practice

Independent Practice

1. Foundational: Name one physical influence and one social influence on alcohol use.
2. Developing: Explain how social influences might encourage someone to try tobacco for the first time.
3. Application: Design a simple slogan or message that could be used in a poster to promote a substance-free life addressing social influences.
4. Analysis: Compare how physical addiction and social acceptance might work together to make quitting drugs difficult.
5. Challenge: Create a brief outline for a health advocacy brochure that explains both physical and social influences on drug use and encourages a substance-free lifestyle.

Independent Practice Teacher Answer Key

1. 1. A physical influence could be alcohol addiction or the effect of alcohol on the brain. A social influence could be peer pressure or family drinking habits.
2. 2. Social influences like friends who smoke or wanting to fit in with a group that uses tobacco can encourage someone to try it for the first time.
3. 3. An example slogan is: "Choose friends who lift you up, not substances that bring you down." This addresses social influences by encouraging positive peer relationships.
4. 4. Physical addiction creates cravings and withdrawal symptoms that make quitting physically hard, while social acceptance means the person’s friends or family use drugs, making it socially difficult to stop. Together, they create both physical and social barriers to quitting.
5. 5. The outline could include: 1) Introduction to substance use; 2) Explanation of physical influences like addiction and health effects; 3) Explanation of social influences like peer pressure and family impact; 4) Tips for resisting social pressure; 5) Benefits of a substance-free life; 6) Resources for help and support.

Guiding Questions

• What are physical influences on substance use?
• What are social influences on substance use?
• How do these influences differ and overlap?
• Why is it important to understand both when making decisions?
• How can we promote a substance-free life through advocacy?

Common Misconceptions

• Physical influences only refer to addiction, but they also include immediate physical effects and health consequences.
• Social influences are only about peer pressure, but they also include family, culture, and media.
• Physical and social influences are completely separate and do not interact, but they often influence each other in real-life decisions.

Differentiation

Assessment

• Observe student participation in T-chart activity categorizing influences.
• Review student notes and questions during the explain phase.
• Evaluate drafts of health advocacy materials for understanding of influences.
• List one physical influence and one social influence on substance use.
• Explain why understanding both physical and social influences is important.
• Describe one message you included in your advocacy material.
• Write an essay comparing and contrasting physical and social influences on substance use behaviors.
• Create a detailed health advocacy campaign plan promoting a substance-free life.

Answer Guide

• Name one physical influence and one social influence on alcohol use.
  Answer: A physical influence could be alcohol addiction or the effect of alcohol on the brain. A social influence could be peer pressure or family drinking habits.
• Explain how social influences might encourage someone to try tobacco for the first time.
  Answer: Social influences like friends who smoke or wanting to fit in with a group that uses tobacco can encourage someone to try it for the first time.
• Design a simple slogan or message that could be used in a poster to promote a substance-free life addressing social influences.
  Answer: An example slogan is: "Choose friends who lift you up, not substances that bring you down." This addresses social influences by encouraging positive peer relationships.
• Compare how physical addiction and social acceptance might work together to make quitting drugs difficult.
  Answer: Physical addiction creates cravings and withdrawal symptoms that make quitting physically hard, while social acceptance means the person’s friends or family use drugs, making it socially difficult to stop. Together, they create both physical and social barriers to quitting.
• Create a brief outline for a health advocacy brochure that explains both physical and social influences on drug use and encourages a substance-free lifestyle.
  Answer: The outline could include: 1) Introduction to substance use; 2) Explanation of physical influences like addiction and health effects; 3) Explanation of social influences like peer pressure and family impact; 4) Tips for resisting social pressure; 5) Benefits of a substance-free life; 6) Resources for help and support.

Real-Life Application

Encourage students to discuss with family members how physical and social influences have affected decisions about substance use in their community or family, and share what they learned in class.

Homework or Home Connection

• Encourage students to discuss with family members how physical and social influences have affected decisions about substance use in their community or family, and share what they learned in class.

Lesson Summary

Students learned to identify and differentiate physical and social influences on alcohol, tobacco, and other drug use behaviors. They compared how these influences affect decisions and behaviors differently but can also interact. Students applied this understanding by designing health advocacy materials promoting a substance-free life that address both types of influences. This knowledge helps students make informed, healthy choices and support others in doing the same.

Teacher Notes

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

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