Grade Level:  9

Subject(s):  Science, Health, and Social Studies
 

Learner Outcomes:

• Students will  demonstrate proficiency in location and usage of Internet sites to develop information about prescription drugs.
• Students will learn about the similarities and differences in prescription and over-the-counter drugs.
• Students will have an opportunity to learn to read prescription and over-the-counter labels.

•    Assignment #1:  Prescription drugs:  2 or 3 -  50 minute class periods
•    Assignment #2:  Over the counter drugs: 1 - 50 minute class period

• Empty over-the-counter or prescription drug containers

Technology Tools/Courseware:

• Computer lab access
• Internet access
• List of appropriate web sites
• Printer
• Discs (if needed)

• Be sure each student has signed and understood the Acceptable Use Policy for your school.
• Be sure to reserve computer lab for 2 or 3 days.
• Be sure computer lab has Internet access for all students.

ASSIGNMENT #1:

• Start class with a brainstorming session - write the word "DRUGS" on the board and ask students to volunteer reactions to the word.  This will allow you to learn whether students have negative or positive associations to this word.  It may also lead you to knowing whether misconceptions are present.
• Next, write the phrase "prescription drug" and have students list names of drugs that fit into that category.
• Discuss "prescription drug"- be sure to emphasize why prescription drugs are regulated (due to possible misuse and/or side effects and interactions)
• Have students pick 3-5 prescription drugs and research them.  The research should address:  target conditions for which drug is prescribed, effects on the body, and possible side effects or drug interactions.  This research may be presented in written form (a 250 - 300 word summary) or a 10 minute Power Point presentation.

• Have students discuss the differences between prescription and over-the-counter drugs.  Make sure students understand that both types of drugs are harmful if misused.
• Activity

Modifications:

• Since access to certain Internet sites may not be available at one time or another, it is advisable to have more than one site listed for students.
• Depending on the student's abilities/IEPs, the teacher may need to modify individual assignments.

• Students may do both a written summary of information and a Power Point demonstration.
• Students may choose to do extra prescriptions drugs over and beyond the 3 to 5 original.

Evaluation/Assessment:

ASSIGNMENT #1:
 

Questions to be answered	Points possible	Points earned
For what is drug prescribed?	20
Effects on the body?	20
Possible side effects?	20
Drug interactions?	20
Meets the guidelines for assignment (time for PowerPoint or length for typed summary)	20

ASSIGNMENT #2:
 

Be sure to have:	Points possible	Points earned
addressed symptoms	10
discussed possible side effects	10
outlined dosage schedule	10
listed 2 most active ingredients	10
listed warnings	10
discussed reasoning for warnings for pregnant women and nursing mothers	15
discussed warning labels and active ingredients with other students	15
written report with new paragraphs to address all specific points	20
Totals	100

 

State and National Standards:

CATS 9:  9.25, 9.93, 9.99, 9.101, 9.102, 9.104
National Science Content Standards F: As a result of activities developed in grades 9 - 12, all students should develop understanding of personal and community health.

Job/Career Clusters:

• Health, Human Services

References

Prescription drug research:

Health Square
Medicine Info
Prescription List
Medline Plus
Medications Online
The F.I.T. group

1. Obtain an empty over-the-counter drug bottle or package with the label intact.
2. Carefully read the label for the following information:
What symptoms is drug used to treat?
What possible side effects can be present?
What is the dosage schedule?
What are the 2 most active ingredients?
What warning labels are present?
3. In small cooperative learning groups, discuss your warning labels.  Why do almost all drugs carry warnings for pregnant women and nursing mothers?
4. Locate 2 or 3 other students who have the same active ingredients in their labels.  Try to determine why the warning labels for your drugs are the same (if they are) or different (if they are).
5. Provide all information to your teacher in a written report, using new paragraphs to address each specific point mentioned above.

Cheryl Conaway, MA
Krystal Curtis. EdD
Mary Kuretza, NCC, NCSC