Alcohol and the Human Body
| Alcohol and the Human Body
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Procedures for Teachers is divided into two sections: Prep -- Preparing for the Lesson. Steps -- Conducting the Lesson.  Prerequisites: Read through the entire lesson. Plan to execute the project according to your time and technological availability. If your students go to a computer lab, you might want to include the lab teacher in the project. Additionally, you may want to assign Web research for homework where possible. Materials:  Reference materials/library resources (print, Internet, CD-ROMs, etc.)A digital camera, or regular
camera with scanner, if photos are to be incorporatedA scanner (optional) |
| Bookmarks: The following sites should be bookmarked:  National Clearinghouse for Alcohol and Drug Information (NCADI)http://www.health.org NCADI has current and comprehensive information about substance abuse prevention. National Council on Alcoholism and Drug Dependence, Inc.http://www.ncadd.org This site has information on alcoholism and substance abuse and provides reproducible educational materials and fact sheets. Hazelden Foundationhttp://www.hazelden.org The Hazelden Information Center offers free publications dealing with alcohol and drug dependency. Effects of Alcohol on the Human
Bodyhttp://www.lion-breath.com/breffects.html This page offers information about alcohol and its effects on the body. Alcohol and the
Bodyhttp://police.mtsu.edu/safety/alcohol/alhmreact.html More information on alcohol and the body. What Are the Effects of Alcohol on Children and Teens?http://www.inform.umd.edu:8080/EdRes/ Colleges/BSOS/Depts/Cesar/metnet/alca4a4.mnu Examines the effects of alcohol on children and teens. Effects of Alcohol on the Brainhttp://www.inform.umd.edu:8080/EdRes/ Colleges/BSOS/Depts/Cesar/metnet/alca4d1.mnu Explores the effects of alcohol on the brain. Indirect Effects of Alcohol on the Brainhttp://www.inform.umd.edu:8080/EdRes/ Colleges/BSOS/Depts/Cesar/metnet/alca4d2.mnu Explores the indirect effects of alcohol on the brain. Effects of Alcohol on the Digestive Systemhttp://www.inform.umd.edu:8080/EdRes/ Colleges/BSOS/Depts/Cesar/metnet/alca4b1.mnu Explores the effects of alcohol on the digestive system. Hangovershttp://h-devil-www.mc.duke.edu/h-devil/drugs/alcohol.htm Examines the immediate effects of alcohol on the body. Also provides a chart to figure blood-alcohol levels. | |
Computer Resources: You will need at least one computer with Internet access to complete this lesson. While many configurations will work, we recommend: -- Modem: 28.8 Kbps or faster. -- Browser: Netscape Navigator 3.0 or above or Internet Explorer 3.0 or above. -- Macintosh computer: System 7.0 or above and at least 16 MB of RAM. -- IBM-compatible computer: 386 or higher processor with at least 16 MB of RAM, running Windows 3.1. Or, a 486/66 or Pentium with at least 16 MB of RAM, running Windows 95. For more information, visit What You Need to Get Connected in wNetSchool's Internet Primer. Software: ClarisWorks 4.0, or any software program that has a drawing feature. For this lesson, ClarisWorks 4.0 is used as an example. |
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 | There are three lessons in Alcohol and the Human Body: Lesson I: Introducing the Project (1 class period). Lesson II: Learning to Create a Newsletter (2-3 class periods). Lesson III: Producing the Project (3 class periods). |
Lesson I: Introducing the Project (1 class period). |
 | Introduce the project and familiarize students with the physiological and social impact of alcohol consumption. Brainstorm with students the places and times in everyday life in which alcohol is a part. Discuss the fact that although alcohol is used in religious ceremonies and social celebrations, it is a drug. Tell the students that they will be studying alcohol's effects on the body and the negative impact of alcohol abuse. | |
 | Tell the class that they will be studying the effects of alcohol on the digestive system, the brain, and the liver; the short-term effects of alcohol consumption; and the indirect effects of alcohol abuse. They will also research their community and identify groups that offer non-alcohol related activities. | |
 | Divide students into groups and assign a specific area of study for each group. Make each group responsible for identifying a community organization or group that offers non-alcohol related activities, or opportunities for volunteering. | |
 | Pass out the Research Guide, located in Organizers for Students. Homework: Students should begin researching their topic. Books, CD-ROMs, magazines, encyclopedias, and the listed Web sites can be accessed and utilized for research. |
Lesson II: Learning to Create a Newsletter (2-3 class periods). Note: This project uses ClarisWorks. Other software that could be used to create a newsletter includes a desktop publishing application like PageMaker or a word-processing program such as Microsoft Word. |
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Using the ClarisWorks Newsletter Overview, give a tutorial on how to create a ClarisWorks Newsletter. | |
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Making specific writing assignments for the newsletter is crucial to a smooth execution of the project. One approach to creating the class newsletter would be to organize each group of students into an editorial team. Distribute the Newsletter Ideas page, found in Organizers for Students. Each team should take one of the topics listed in the Research Guide (the brain, the liver etc.). Assign (or have the teams choose) one student to be the "Editor." The editor should determine the number and type of articles needed and assign them to other team members. | |
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Check with the editors to make sure that every member of every team has a specific assignment. Students can make quizzes; myth/fact pieces; science articles; cartoons, etc. Set a deadline for completion of the first draft of the work. | |
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The editors of each group should collect the work, review the drafts and make comments and corrections where necessary. The teacher should act as the "Editor-in-Chief" and be available to support the editors with additional feedback. | |
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The editors will return the first drafts to their team. Students should revise and rewrite their pieces. | |
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Students should gather images for their articles. They may choose to make graphics that illustrate key points in their article, download images from the Web, scan images found in books, and so on. Make sure that students are aware of the necessity of attributing the source of the materials they choose to use, and of the appropriate copyright limitations. | |
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Editors should collect all copy, headlines, and graphics. The Editor-in-Chief should make a final check on work for the newsletter. |
Lesson III: Producing the Project (3 class periods). |
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Have groups work together to decide how they will present their information in a newsletter. Before students begin creating their newsletter, have them check for the following:
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Assign a Production Director for each group. The Production Director will be responsible for working with the group to layout the articles and graphics in a newsletter format. | |
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Working with the Production Director, students should lay out articles and graphics. | |
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The teacher/ Editor-In-Chief will review all pages of the newsletter for content and design. | |
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Once copy, design, and layout are finalized, print the newsletters. If resources allow, multiple copies should be made and distributed, or sold for a donation to an appropriate charity, throughout the school and community. | |
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Submit a Comment: We invite your comments and suggestions based on how you used the lesson in your classroom. Overview | Procedures for Teachers | Organizers for Students Software Samples & Projects wNetSchool wNetStation | ||