Resource Map Teacher Guide Resource Navigator Guide
Lesson 4: Risk Assessment
Teacher Resource
Empowering Health Advocacy
The final lesson shifts from scientific inquiry to personal agency. Students often feel overwhelmed by the health risks discussed; this lesson provides the "exit ramp" by mapping out specific, safe places to turn for help.
Key Learning Objectives
Identify at least three national digital support resources.
Locate two specific local mental health or substance abuse services.
Practice "bystander intervention" by drafting a supportive message to a hypothetical peer.
Emergency Check
Always remind students that if they or a friend are experiencing an acute medical emergency (difficulty breathing, extreme paranoia, physical injury), 911 is the primary resource.
988 Suicide & Crisis Lifeline
Guidance for the "Navigator" Project
Digital Literacy Check
Encourage students to verify that a website is a reputable source (.gov, .org, .edu) before adding it to their guide.
Privacy & Safety
Explain that most youth crisis lines offer 100% anonymity unless they suspect a life is in immediate danger.
Example Message Prompt
"Hey, I’ve noticed you’ve been missing a lot of practice lately and seem really stressed out. I learned about this text line (741741) in health class—it's anonymous and they helped a friend of mine. I'm here if you want to talk."
Teacher Preparation
Before starting the navigator project, identify specific local agencies and school staff to help guide students who may feel stuck. Replace the prompts below with the actual contact information for your district:
Local Emergency Care
Name and address of the nearest 24/7 Hospital Emergency Room.
In-School Support
Specific names of school counselors, social workers, or the school nurse.
County Agency
The primary county mental health and substance use resource center.
Community Clinic
A local low-cost or sliding-scale clinic that offers adolescent behavioral health services.
Final Debrief Question:
"Why is it harder to ask for help than to give it? How can we make our school a place where it's 'okay' to need support for cannabis use?"
Teen Support Navigator Project Support Navigator
Personal Resource Guide & Advocacy Plan
Name:
Date:
The Digital Toolkit (Global Resources)
Research and identify three digital resources that provide 24/7 support for mental health or substance abuse.
Resource 1
Name/Website:
Best For:
Resource 2
Name/Website:
Best For:
Resource 3
Name/Website:
Best For:
The Local Map (Community Resources)
Identify two places in your physical community (hospital, clinic, school office) where someone can go in person.
Location 1: School-Based
Office:
Specific Contact:
Location 2: Community-Based
Agency Name:
Contact Info:
Advocacy Script
Research shows that teens are most likely to ask a friend for help first. Imagine a friend tells you they are struggling to quit cannabis and feel like they are losing control. Write a supportive text message that expresses concern without judgment, shares one specific resource from your toolkit, and offers to help them take the first step.
New Message
Personal Commitment
Reflect on why having this list ready matters. How does knowing these resources ahead of time change how you might react in a crisis?
I have saved at least one crisis contact in my phone today.
Cumulative Risks Quiz Unit Assessment
Cannabis & Adolescent Health Risks
Name:
Date:
Part 1: Scientific Concepts
1. Which substance is primarily responsible for the lung injury known as EVALI because it interferes with the lung's natural surfactant?
Propylene Glycol
Vitamin E Acetate
Carbon Monoxide
Plant Tar
2. In mental health research, "Genetic Predisposition" refers to:
The immediate panic attack caused by high THC
The process of pruning neural connections
Inherited factors that increase the risk of psychosis
The age at which the brain stops developing
3. Why is the "25-year rule" significant in discussing cannabis health risks?
It is the age when cannabis becomes legal in most states.
It is the age when the prefrontal cortex finishes its development.
It is the length of time needed to study long-term effects.
Part 2: Understanding Dependency (CUD)
Identify the correct clinical term for each scenario described below.
4. Maya finds that she now needs to use three times as much cannabis to feel the same "high" she felt six months ago.
Clinical Term
5. When Maya tries to stop using, she experiences intense anger, cold sweats, and difficulty sleeping.
Clinical Term
6. According to the DSM-5, what is the most important factor in determining if use has become a "disorder"?
Clinical Term
Part 3: Synthesis & Advocacy
7. Explain the "Self-Medication Cycle." How can using cannabis for anxiety actually make anxiety worse over time?
8. Crisis Intervention: If a friend is having a panic attack after using a high-THC product and says they are "hearing voices," what are the two immediate actions you should take?
Health Risks Assessment Score: ____ / 20
Cumulative Risks Quiz Answer Key Answer Key
Cannabis & Adolescent Health Risks Unit Quiz
Teacher Guide
Part 1: Scientific Concepts (3 pts each)
Vitamin E Acetate
Rationale: This oil-like substance coats the alveoli and interferes with surfactant, leading to EVALI.
Inherited factors that increase the risk of psychosis
Rationale: Genetic history, like schizophrenia in a relative, multiplies the risk of THC-induced psychosis.
It is the age when the prefrontal cortex finishes its development.
Rationale: Using before this age interrupts the brain's natural "pruning" process and neurodevelopment.
Part 2: Understanding Dependency (2 pts each)
Tolerance
Withdrawal
Impairment / Loss of Control
Part 3: Synthesis & Advocacy (5 pts each)
Q7 Grading Criteria: Self-Medication Cycle
2 PTS
Identifies that use provides temporary relief from anxiety symptoms (numbing effect).
2 PTS
Explains that as effects wear off, baseline anxiety increases (the rebound or withdrawal effect).
1 PT
Mentions that use prevents the development of healthy, long-term coping skills or behavioral avoidance.
Q8 Grading Criteria: Crisis Intervention
Students must identify TWO of the following specific actions:
Contact a trusted adult (counselor, parent, teacher).
Call/Text a crisis line (988 or 741741).
Seek immediate medical help (911/ER) for psychosis.
Stay with the person in a calm, safe environment.
Grading Metric
Total: 20 Points
Pass Threshold
14 Points (70%)
Project Rubric Project Rubric
Teen Support Navigator & Advocacy Project
Teacher Resource
Assess student mastery of health literacy and advocacy skills from Lesson 4. Focus on resource accuracy, peer support tone, and personal reflection readiness.
Criteria Exemplary (4) Proficient (3) Developing (2-1) Resource Identification
Accuracy & Reputability
| All 3 digital and 2 local resources are accurately identified from reputable sources (.gov, .org, school-based). | Resources are identified and mostly reputable; 1 minor inaccuracy or missing detail. | Multiple resources are missing, inaccurate, or from non-reputable sources. |
|
Advocacy Script: Tone
Peer Support Effectiveness
| Message is highly supportive, non-judgmental, and effectively lowers the barrier to asking for help. | Message is supportive and non-judgmental, though language may feel slightly formal or awkward. | Tone is judgmental, critical, or fails to express clear concern for the friend's health. |
|
Resource Integration
Actionable Support
| Script includes a specific, relevant resource AND an offer to take the first step (e.g., "I'll go with you"). | Script includes a specific resource but lacks a clear offer of personal support or "first step" help. | Script fails to provide a specific resource or provides a generic/vague recommendation. |
|
Reflection & Readiness
Critical Thinking
| Reflections demonstrate deep understanding of the importance of readiness and crisis preparation. | Reflections are complete but stay at a surface level; demonstrates basic understanding. | Reflection is incomplete, off-topic, or lacks personal connection to the unit goals. |
Scoring Key
Advanced Mastery 15-16 pts
Proficient 12-14 pts
Developing 8-11 pts
Beginning Below 8 pts
Feedback Focus
"Focus on the 'empathy gap' in the advocacy script. Praise specific, actionable offers like 'Let's look at the website together' or 'I'll sit with you while you call.' The goal is safety and trust."
Cannabis Health Risks Unit Lesson 4 Project Assessment
CUD Identification Workshop Clinical Analysis
DSM-5 Cannabis Use Disorder Workshop
Name:
Date:
Reference: DSM-5 CUD Indicators
Identify which criteria are present in Maya's story by checking the boxes below.
Failure to fulfill major role obligations (school/work)
Giving up social or recreational activities
Persistent desire or unsuccessful efforts to cut down
Tolerance (needing more for the same effect)
Withdrawal symptoms when stopping use
Great deal of time spent in activities to obtain cannabis
The Scenario: Maya
Maya is a varsity soccer player and an honors student. Over the last year, she started using cannabis "just on weekends" with her older brother's friends. Six months later, Maya is missing her 6:00 AM soccer practices because she "can't wake up." Her grades in Chemistry and AP History have dropped from As to Ds.
Two months ago, Maya promised her mother she would quit so she could focus on the state tournament. However, Maya has been secretly using every night because when she tries to sleep without it, she gets cold sweats, feels incredibly angry at her teammates, and "just wants to scream." She now spends most of her lunch break behind the school gym looking for her brother's friends to see if they "have anything."
Evidence Log: List specific actions from Maya's story that match the DSM-5 criteria.
Example: Missing practice = Failure of obligations
Withdrawal Identification:
Identify at least three withdrawal symptoms Maya is experiencing.
Severity Assessment:
Is this Mild (2-3), Moderate (4-5), or Severe (6+)? Explain your reasoning.
Self-Reflection Question:
Why do you think Maya hasn't been able to keep her promise to her mother? Consider the biological changes (tolerance/withdrawal) vs. the behavioral changes.
DSM-5 Criteria Teacher Guide DSM-5 Criteria Guide
Lesson 3: Defining CUD
Teacher Resource
Clinical Framework for Teens
Teaching addiction to 10th graders requires shifting from moral judgment to clinical observation. The DSM-5 criteria provide an objective "scorecard." Remind students that they are not doctors and cannot diagnose themselves or others, but they can recognize patterns that signal a need for professional help.
Key Concept: The Impairment Threshold
The defining feature of a "disorder" is impairment . Using cannabis might be a choice, but being unable to stop even when it causes school failure or loss of friendships is a symptom of CUD.
Severity Scoring
Mild: 2–3 symptomsModerate: 4–5 symptomsSevere: 6 or more symptoms
Withdrawal Profile
Cannabis withdrawal is often dismissed as "not real" by students. Facts for the classroom:
Onset
Typically begins 24-72 hours after cessation.
Symptoms
Anger, aggression, sleep difficulty, nightmares, weight loss.
Duration
Peak intensity around day 4; can last 2 weeks.
Workshop Facilitation: Identifying the Signs
Common Misconceptions
MYTH:
"You can't get addicted to weed."
FACT:
About 1 in 6 people who start using as teens will develop dependency.
Questioning Techniques
"What is the difference between liking a drug and being dependent on it?"
"How might the social media 'vibe' around weed make it harder for a teen to admit they have a problem?"
"If you had to pick the single most dangerous symptom on the list, which would it be and why?"
Formative Assessment Note
During the Maya scenario workshop, focus on whether students can connect behavioral evidence (e.g., missing practice) to clinical criteria (e.g., failure of obligations). Avoid providing a "correct" number of symptoms; instead, emphasize the process of clinical observation and identifying severity through patterns.
Smoke Vapor Slides Smoke & Vapor
Analyzing Respiratory Risks in Cannabis Use
The Microscopic View
In 2019, a mysterious lung illness began affecting healthy young people across North America. The culprit? Often, it wasn't the cannabis itself, but what was added to the oil.
Vitamin E Acetate
A thickening agent found in illicit vape cartridges. When inhaled, it acts like a "coating" on lung tissue, preventing oxygen exchange by interfering with surfactant.
Normal Alveoli
Clear air sacs ready for oxygen exchange.
Oil Coating
Lipid-laden sacs struggling to breathe.
Visualizing the mechanism of EVALI (Vaping Associated Lung Injury)
Combustion vs. Vaporization
Combustion (Smoking)
Heats plant matter to 400°C+
Produces tar and carbon monoxide
Triggers chronic bronchitis symptoms
Vaporization (Vaping)
Heats oil or flower without burning
Concentrates high levels of THC
Risk of EVALI from additives/metals
What is EVALI?
E-cigarette or Vaping product use-Associated Lung Injury
A serious medical condition where the lungs become inflamed and damaged by chemicals found in vaping products. Symptoms mimic severe pneumonia.
Shortness of breath, cough, chest pain
Fever, chills, and weight loss
Often requires hospitalization and oxygen
Critical Factor
The majority of EVALI cases were linked to THC-containing products, specifically from informal sources (friends, online, street dealers).
Is One "Safer"?
While vaping avoids combustion, it introduces new risks: heavy metals (lead, nickel), unregulated chemical additives, and extremely high THC concentrations that can overwhelm the developing brain and lungs.
No Safe Smoke
No Safe Vapor
Lung Health Worksheet Lung Health & Cannabis
Anatomy, Combustion, and Vaporization
Name:
Date:
1
Essential Terminology
Match the term to its correct definition by writing the letter in the space provided.
1. Combustion
A. Thickening agent in vape oil that interferes with lung surfactant.
2. EVALI
B. The process of burning plant matter at high temperatures.
3. Vitamin E Acetate
C. Turning a liquid or solid into aerosol without burning it.
4. Vaporization
D. A serious lung injury specific to vaping products.
2
Mechanism Comparison
Complete the table below based on the class presentation and your reading.
Feature Combustion (Smoking) Vaporization (Vaping) Main Respiratory By-products Chemical Additive Risks Physical Symptom Markers
3
Critical Analysis
1. Explain how Vitamin E Acetate affects the alveoli (air sacs) of the lungs. Why is this specifically dangerous for oxygen absorption?
2. A friend says, "I only buy high-potency THC vapes from reputable-looking online sites, so they are safe from EVALI." Based on today's lesson, how would you respond to this claim?
This material is for educational purposes only. If you are experiencing respiratory distress, seek immediate medical attention.
Lung Health Teacher Guide Respiratory Risks Guide
Lesson 1: Lung Health
TEACHER RESOURCE
Instructional Overview
This lesson addresses the physiological impact of cannabis consumption methods, specifically focusing on the respiratory system. Students will move beyond "smoking is bad" to understand the specific chemical and physical mechanisms of injury in both traditional combustion and modern vaporization.
Key Learning Objectives
Differentiate between combustion and vaporization mechanisms.
Identify the role of Vitamin E acetate and other additives in EVALI.
Analyze the impact of high-potency THC concentrates on lung tissue.
Pacing
Hook: Microscopy 10 min
Direct Instruction 15 min
Case Study Analysis 20 min
Exit Ticket 5 min
Discussion Framework
Q: Why do many teens believe vaping is a "healthier" alternative to smoking?
Expected points: Lack of "smoke" smell, marketing of "clean" vapor, discreet nature, flavoring masks chemical harshness.
Q: How does the "informal market" (street carts) increase physical risk?
Expected points: No testing for pesticides or heavy metals, use of Vitamin E acetate as a thickener, inconsistent THC concentrations.
Teacher Background: EVALI Mechanics
Vitamin E Acetate: When heated and inhaled, this oil-like substance interferes with the surfactant in the lungs. Surfactant is the thin layer of fluid that keeps alveoli (air sacs) open. When it is coated in Vitamin E acetate, the alveoli can collapse or become severely inflamed, leading to respiratory failure.
High Potency Risks: Modern "dabs" or vape oils can contain 80-90% THC, compared to 15-20% in traditional flower. This extreme concentration can cause "cannabinoid-induced acute lung injury" even without additives, as the lungs struggle to process high volumes of concentrated aerosol.
Assessment Evidence
Look for students to identify Vitamin E acetate as the primary lung-coating agent and to explain that vaporization introduces chemical risks that combustion does not.
Lung Health Worksheet Answer Key Answer Key
Lesson 1: Lung Health & Cannabis Worksheet
Teacher Guide
Part 1: Vocabulary Match
B (Combustion)
D (EVALI)
A (Vitamin E Acetate)
C (Vaporization)
Part 2: Mechanism Comparison
Feature Combustion (Smoking) Vaporization (Vaping) Main Respiratory By-products Tar, Carbon Monoxide, Nitrogen Oxides, and Particulate Matter (soot). Aerosolized Glycol/Glycerin, Heavy Metal particles (lead, nickel), and flavoring chemicals. Chemical Additive Risks Pesticides or fertilizers used during plant growth; plant-based toxins. Vitamin E Acetate (thickeners), Propylene Glycol (transforms to formaldehyde when overheated). Physical Symptom Markers Chronic cough, bronchitis, phlegm production, and long-term lung capacity reduction. Acute shortness of breath, EVALI (chest pain, fever), and potential for lipid pneumonia.
Part 3: Critical Analysis
Q1: Vitamin E Acetate and Alveoli
Vitamin E acetate is an oil-like substance that coats the surface of the alveoli. It interferes with surfactant, the fluid that keeps the air sacs open. This causes the sacs to collapse or become inflamed, preventing oxygen from crossing into the bloodstream.
Q2: Claim: Online sites are "safe"
"Reputable-looking" sites are often part of the unregulated "informal market" and lack lab testing for purity. Even "pure" high-potency THC vapes introduce risks from heavy metals and chemical changes to the oil when heated, meaning no vaporized product is entirely safe from EVALI risk.
Lesson 1 Assessment Key
Mental Health Organizer The Data Link
Cannabis and Mental Health Correlations
Name:
Date:
Defining the Relationship
In health science, we often talk about Correlation (two things happen together) versus Causation (one thing makes the other happen). When it comes to cannabis and mental health, it’s often a mix of both.
Example: Correlation
"I feel depressed, so I smoke cannabis to feel better. It works for a few hours, then I feel depressed again."
Why is this correlation?
Example: Causation
"I have no history of anxiety, but after using a high-THC dab, I had a massive panic attack and felt paranoid for two days."
Why is this causation?
Case Study: Patient A
"Leo is 16. He started using cannabis daily about six months ago. Lately, he’s been telling his friends that he thinks the school’s security cameras are tracking his specific movements for a secret government database. He’s stopped coming to school because he’s 'scared of the signals.' Leo’s uncle has a history of schizophrenia. Before he started using cannabis, Leo was an average student with no history of paranoia."
1. Identify the Mental Health Symptom:
2. Genetic Risk Factor Identified:
3. Scientific Analysis: Is this Causation, Correlation, or a "Genetic Unlock"? Explain using terms from the slides (Potency, Predisposition, etc.):
The 25-Year Rule
The prefrontal cortex isn’t finished developing until age 25. Explain how using high-potency THC during this window specifically changes the risk level for long-term mental health.
Mental Health Teacher Guide Mental Health Correlations
Lesson 2: Mental Health
Discussion Guide
Teaching the "Double Link"
This lesson is sensitive. Students may have personal or family experience with these issues. The goal is not to stigmatize use or mental illness, but to objectively examine how they interact. Focus on the Developing Brain as the central theme—this provides a biological anchor for the discussion.
Core Concept: Correlation vs. Causation
Example to use in class: Ice cream sales and drowning incidents both go up in the summer. Ice cream doesn't cause drowning; the heat (a third variable) causes both.
With Cannabis:
High THC can cause paranoia (Causation).
People with social anxiety use cannabis to feel more comfortable in groups (Correlation / Self-medication).
Both things reinforce each other over time.
Key Vocabulary
Psychosis
Loss of contact with reality; hallucinations and delusions.
Predisposition
Genetic or environmental factors that make someone more likely to develop a condition.
Pruning
The natural process in the teen brain where unused neural connections are removed.
Facilitation Prompts
Prompt 1: "Self-Medication"
"If someone uses cannabis to help with anxiety, but then feels even more anxious when the effect wears off, what cycle are they starting? How might this affect their ability to develop other coping skills?"
Prompt 2: "The Age Limit"
"Why is the risk to mental health so much higher for someone who starts using at age 14 versus someone who starts at age 25? (Refer to prefrontal cortex development)."
Observing Student Analysis
As students work through the Case Study Organizer, monitor their ability to distinguish between acute symptoms and long-term correlations.
Analysis Benchmarks
Look for students to identify the specific timeline of symptoms relative to use. Are they noting the difference between an immediate reaction (causation) and a long-term behavioral pattern (correlation)?
Genetic Context
Students should be able to explain how family history acts as a "multiplier" for the risks associated with high-THC products, rather than just being a separate variable.
Teacher Note: Red Flags
If a student reports symptoms of psychosis (hearing voices, extreme paranoia) during this lesson, refer them immediately to the school counselor or psychological services. These can be medical emergencies.
