‘Drugs are NOT for me’: A Research Assignment

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You and your partner(s) are going to complete research on a specific type of drug (choose from a list). Most of the research can be found on drugsnot4me.ca; however, you can also include additional information from other websites, as well as, information or pictures found in books, advertisements, magazines, etc.

Getting started…

1. Begin the research process. Follow the link drugsnot4me.ca Information you must research and include are:

a. Drug Facts– Include any important facts related to the drug. Be sure to be able to explain each fact.

b. Risks – There are 10 different risks provided to you on this link. Choose between 3-5 different risks. Explain each and give an example of each.

c. Get Help – Look up different help resources and provide a list of at least 3 different phone numbers and locations.

d. ‘Use your voice’ – Read this section with your partner(s). For each of the following categories, include some information from the site along with your own opinions, ideas, suggestions, etc.: Tips, how to help a friend and talk to an adult.

TIPS:

1. As you research, write it down! Be sure to put all information in your own words!

2. Use your time wisely. We will only have two 45 minute work periods in the library. All incomplete work research must then be completed on your own time.

3. Divide the work between you and your partner(s) so to ensure all work is complete during the time given.

Please follow the link for a handy rubric for both the enrichment activity and the research assignment:

Science Resource: To Mine or Not to Mine…That is the Question!

The following case study is designed for grade 6-8 students who are learning about natural resources, the Earth’s crust, the human impact on our environment, land use, and industries.  Students will be deciding whether a copper deposit should be mined in a fictional town based on the information provided to them. I provided my students with a map of the town, a brief history of the town and its economy, and its present situation. Students were then provided with six characters that are affected by a possible mine and there are three “pro” characters and three “con” characters. Students have to read the information and determine whether they agree or disagree with the potential mine; once they have formed an opinion, they are to choose a character that matches their opinion and write a persuasive paper in that character’s voice. The main purpose of the report is to explore issues surrounding the use of natural resources and have students develop critical thinking skills. Students will also learn that the knowledge they gain in school plays an essential role in their everyday lives.

This is a cross-curricular activity that can be used for science, geography/social studies, and Language Arts.  Teachers can extend this activity one step further by holding a debate with students taking on the persona of various stakeholders.

Brief Teaching Notes:

Teachers should give students the case study and rubric at the same time; this way, students will understand what is expected of them and how their reports will be marked. Teachers must also explain to students that there is no right or wrong answer to describe what the residents of Drew’s Falls should decide but there are consequences to all choices. It must be clearly explained to students that they are able to choose any of the six characters and their report will be correct as long as they use information and logic to support their reasoning. I also gave my students some time to work on their reports during class, so that they could approach me with any questions they came across while organizing their ideas and writing their actual report. I suggest that teachers make sure that students understand the components of the assignment: the report must be written in the voice of one of the six characters, the report must be persuasive, students must express an opinion and use facts to support their thoughts, and various formats may be used (essay, letter, newspaper article etc).

Here are the student handout and rubric!  I hope your class enjoys it!

 

 

Science Resource: That’s the Way the Cookie Crumbles!


Brief Teaching Notes:

The following activity is a simple lab that teachers can use when teaching about mining, the Earth’s crust, rocks and minerals, or human land use issues. Depending on the position of this strand within the annual science curriculum, it could potentially be the first lab students experience that year. Reviewing (or even teaching for the first time) the scientific method is useful, even though students are not required to produce a formal lab report upon completion. Using this as one of the first labs of the year helps students practice their skills at following simple procedures, collecting data, analyzing data, and making inferences based on their observations and the data obtained. Students really enjoy this activity as it is one of the few science labs where they are allowed to eat the results! Prior to beginning, however, check for food allergies. If food allergies are present, different cookies can be substituted. Teachers should use their discretion whenever they are dealing with food in the classroom.

In this lab, students must mine as much chocolate from the chocolate chip cookies as possible. In the first attempt, students can break apart and crumble the cookie to extract the “ore,” but in the second case, students must attempt to keep as much of the cookie intact and damage-free. Students will learn the consequences of mining on the environment and how mines must disturb the environment as little as possible.

Materials Required and Instructions:

Each student will need to receive two chocolate chip cookies, 2 paper towels, and 2 toothpicks. Two digital scales will be used to weigh the chocolate.

Explain to students how the chocolate will be mined (draw a diagram of a cookie on the board to demonstrate):

With the first cookie:

1. Look at the first cookie and fill in the first three parts of the chart.

2. Extract as much chocolate from the cookie as possible using toothpicks. You may break the cookie up if you want. Crumbling the cookie is allowed!

3. Weigh the amount of chocolate and the amount of leftover cookie separately. Fill in the next three parts of the chart.

4. Fill in the remainder of the chart. Eat the cookie.

Repeat steps 1 to 4 with the second cookie, but make sure there is as little damage to the cookie part as little as possible. The goal is to leave as much of the cookie intact as possible, while extracting the chocolate.

Feel free to use the following worksheets during this simple and fun lab!