Teaching Tool - Cannabis (Grade 8)
This lesson teaches students what cannabis is and the risk associated with its use.
- I will gain a clear understanding of what cannabis is and how it is used
- I will gain an understanding of reasons for use and non-use among youth
- I will be able to describe the risks of using cannabis and understand ways to refuse its use
- I will gain an understanding of legislation
- I will recognize the link between mental health and substance use
Core knowledge content
Core knowledge content provides the teacher with the background information needed to prepare and teach this health class.
Ontario curriculum expectations
Grades 1-8: Health and Physical Education (2019)
- D1.2 identify situations that could lead to injury or death, and describe behaviours that can help to reduce risk (Personal Safety and Injury Prevention). This specific expectation is also connected with the social emotional learning expectations A1.2 Coping, A1.5 Self, and A1.6 Thinking.
- D1.3 identify and describe the warning signs of problematic substance use and related behaviours for a variety of activities and substances, including cannabis, and the consequences that can occur (Substance Use, Addictions and Related Behaviours).
- D2.2 demonstrate the ability to assess situations for potential dangers, and apply strategies for avoid dangerous situations (Personal Safety and Injury Prevention). This specific expectation is also connected with the social emotional learning expectations A1.2 Coping and A1.6 Thinking.
Cannabis presentation (essential)
This presentation introduces cannabis, the physiological effects, and the health effects.
In this activity, students can work together in groups to answer the cannabis trivia questions.
In this activity, students will have one minute to write as many ideas about a given topic, connecting to cannabis.
Oral communication - Ontario Language Curriculum (2006): Cannabis trivia
- 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
- 1.6 extend understanding of oral texts, including increasingly complex text, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights
Writing - Ontario Language Curriculum (2006): Pressure's on
- 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
- 1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data
- 1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary