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Health & Physical EducationMovement Skills and ConceptsBody ControlLocomotor SkillsNon-Locomotor SkillsFine Motor SkillsManipulative SkillsBalance and CoordinationSpatial AwarenessMovement PatternsRhythmic Activities and DanceRhythm and TimingDance BasicsIndividual and Dual SportsGymnastics and TumblingTrack and FieldRacket SportsSelf-Defense and Martial ArtsTeam SportsCooperative GamesSportsmanshipTeam CommunicationBasketball SkillsSoccer SkillsVolleyball SkillsFootball SkillsGame StrategiesFitness and Physical ActivityCardio FitnessFlexibility and StretchingMuscular Strength and EnduranceSetting Fitness GoalsHealthy HabitsHygiene PracticesSleep and RestPhysical Activity HabitsHydrationInjury PreventionBody Awareness and Self-CareDisease PreventionHealth Decision-MakingHelp-Seeking and Self-AdvocacyMental HealthMental Health BasicsEmotional AwarenessStress ManagementCoping StrategiesMindfulness PracticesBreathing and Relaxation TechniquesMeditation BasicsResilience and PerseveranceHealthy RelationshipsSocial and Emotional SkillsHelp-Seeking and Support SystemsDigital WellbeingNutritionNutrition BasicsFood GroupsBalanced MealsHealthy Eating HabitsReading Food LabelsPersonal SafetyRecognizing Unsafe SituationsHuman and Child TraffickingStranger DangerPersonal BoundariesFire and Water SafetyEmergency ResponseConflict Resolution BasicsInternet and Social Media SafetySafe Personal RelationshipsSubstance AwarenessTobacco AwarenessAlcohol AwarenessCannabis AwarenessOpioid AwarenessStimulant AwarenessPrescription Drug AwarenessRefusing Peer PressureOutdoor and Adventure ActivitiesOutdoor Recreation SafetyHiking and OrienteeringTeam Building Activities

Drug Awareness Program

A series of lessons designed to educate high school students about the dangers of illicit drugs and promote healthy decision-making.

MBMarsha Bolden
Lethal Choice Lesson

A high school SEL lesson focusing on fentanyl awareness, the consequences of addiction, and the path to recovery through a bilingual case study.

Drug Awareness Program

A series of lessons designed to educate high school students about the dangers of illicit drugs and promote healthy decision-making.

MBMarsha Bolden

13. How did he act toward his probation officer? / ¿Cómo actuó con su oficial de libertad condicional?

Refused help and skipped meetings. / Rechazó la ayuda y faltó a las reuniones.

14. Why did doctors place him in a facility? / ¿Por qué lo internaron en una institución?

Severe mental health deterioration. / Deterioro grave de su salud mental.

15. Why was he afraid in the facility? / ¿Por qué tenía miedo en la institución?

The behavior of other patients was disturbing and dazed. / El comportamiento de otros pacientes era perturbador y aturdido.

16. What did he learn from the older man? / ¿Qué aprendió del hombre mayor?

The long-term destruction of the mind caused by drugs. / La destrucción a largo plazo de la mente causada por las drogas.

17. What made him decide to change? / ¿Qué le hizo decidir cambiar?

Fear of ending up like the older man in the facility. / El miedo a terminar como el hombre mayor en la institución.

18. What steps did he take toward recovery? / ¿Qué pasos tomó para su recuperación?

Counseling, reading, exercise, and rebuilding family trust. / Consejería, lectura, ejercicio y reconstrucción de la confianza familiar.

19. How did he rebuild trust? / ¿Cómo reconstruyó la confianza?

Apologized to Sofia and worked to repay the money. / Se disculpó con Sofía y trabajó para devolver el dinero.

20. What lesson can students learn? / ¿Qué lección pueden aprender los estudiantes?

One choice can change everything; drugs amplify pain rather than solving it. / Una decisión puede cambiarlo todo; las drogas amplifican el dolor en lugar de resolverlo.

Matching Activity Answers

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Teacher Guidance / Guía para el Maestro

English Guidance

Empathy & Choice: Emphasize that while Angel made a choice, addiction is a physiological hijack. Use this to foster empathy for the family while maintaining accountability.

Resources: Mention local support lines and school counselors. Ensure students know where the "safe adults" are in the building.

Guía en Español

Empatía y Elección: Enfatice que aunque Angel tomó una decisión, la adicción es un secuestro fisiológico. Use esto para fomentar la empatía por la familia manteniendo la responsabilidad.

Recursos: Mencione líneas de apoyo locales y consejeros escolares. Asegúrese de que los estudiantes sepan quiénes son los "adultos de confianza" en el edificio.

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