Side Effects of Alcohol Lesson Plan

Instructor: Tammy Galloway

Tammy teaches business courses at the post-secondary and secondary level and has a master's of business administration in finance.

Teachers, this lesson explores the biology of alcohol on the body, side effects and suggestions for accident prevention. Students will complete a reading activity, research project and take a quiz. They may also participate in an optional Say No to Alcohol campaign.

Learning Objectives

After this lesson students will be able to:

  • Discuss the correlation between the intake of alcohol and the bloodstream
  • Identify side effects based on an individual's blood alcohol concentration
  • Create a Say No to Alcohol campaign

Length

This lesson will take 60 minutes. The optional extension may take an additional 45 minutes.

Curriculum Standards

CCSS.ELA-LITERACY.RST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.WHST.11-12.2.B

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Vocabulary

  • blood alcohol concentration
  • alcohol impairment
  • intoxication
  • legal driving alcohol limit in your state
  • alcohol poisoning
  • sober
  • alcohol tolerance

Instructions

  • Prior to class, assign the vocabulary words and discuss the definitions.
  • Distribute a copy of the Blood Alcohol Concentration (BAC) Levels & Effects lesson.
  • Ask students to read the first paragraph independently, then pose the following questions:
    • Explain the correlation between blood and alcohol as outlined in the lesson.
    • Discuss the difference between intoxication and alcohol tolerance.
    • Describe at least two factors that affect intoxication levels.
    • What other factors can affect BAC? Explain.
  • Then ask students to read the remainder of the lesson, specifically highlighting the side effects of each BAC level.
  • Afterwards, group students to answer these questions:
    • Which agency creates the BAC levels and side effects?
    • Is it safe to drive with a low BAC? Explain.
    • List some impairments of drunk drivers.
    • At which level would it be difficult for a drunk driver to repeat their ABCs?
    • Define lowered inhibition and list the stage in which it occurs.
    • Explain good feelings and discuss which stage it occurs and diminishes.
    • Identify the black out stage.
    • How would you react to a friend who wanted to drink and drive?
  • Require students to share their responses.
  • Then, distribute a hard copy of the lesson quiz to confirm understanding.

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