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Finn, Peter; Platt, Judith TITLE Alcohol and Alcohol Safety

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Finn, Peter; Platt, Judith TITLE Alcohol and Alcohol Safety DOCUMENT RESUME ED 012 384 CG 007 776 AUTHOR Finn, Peter; Platt, Judith TITLE Alcohol and Alcohol Safety.. VolumeII of II. A . purriaUlUM Manual. fbr:EleMentary Level.A Teadher!s Activities INSTITUTION National `Highway Traffic Safety, Administration(DOT) , Waghingtone D. c.National Inst. of Alcohol Abu Se and Alcoholithh .(Nim4), Roakville,'Md. rREPORT NO DOT-HS=800-_-706 Sep. 12 A4OTE 1;20.;. Prepared undercontract_-by *Abt-ASSociates, ,Human_ beVelOpiiient. ;CairibridgeMass ;AVAiLABLE FROMSuperintendent of Documents,. U.S. -Government Printing Office; -iiashingtOni -D.C. :2040 Et*St -_PRICE_ DESCRIPTORS -314404fiol_ -*U-O0iOn;, AlaoholiaMt: ACuri-idulOut.GUides;: -Efementary-'-pride0t,,-*$ieMelitary: tOhOOk -01e_4100.t.4Y-01,6*):4,_=-d***ti-t, -Mantiai#;, 41e0i-14-14ei:h6ci, 40-StAct This Ma_ nual for' the :elementary Schciol level: s the firSt ina series on alcohol .ana_.alcdohOl safety and is . designed as a teacher's- activities guide.tack- adtivity provided isa fSeif_contained learning eiperienOe which requiresvarying nUmbers. of diaOyper-i-od and focuses On, -oneor :lore objedtiVeS: AttiVitiet- are ,nUoiberea= donS'ecutiVely and areorganized by alt0h6/ t_ OPic areas:. safety( general -and, _inter0ereonal),; attitudestoward alcohol -and _reasons::people drink; -effects; indUstry;- and intorperSonal(general, parents,and -peers).. Within each topic the activities are divided alphabetically by teaching method: These Methods'are art; audio visual;- isdussion;7 drania; including gaineS and role.-plays;- independent study,- including interviews, polls;research, and teaching;- lecture; reading; science; and Writing: Eadticlass period is-- clearly and concisely outlined for 'the-teacher-_;core activity, objeatiVe, ,preliminary considerationS, activities,variations and supplementary activities, and eValOation_ methodsare ptcivided and make -the-manual readily adaptable .to the claSSrooM.(See CG 007 774 and CG" 007 775)_.(SES) FILMED FROM BEST AVAILABLE COPY DOT HS 800 708 September. 1972 4JAN 1 5 [-Copy 1973 volume II of II A CURRICULUM MANS FOR ELEMENTARY LEVEL a teacher's -activities. guide U.S. DEPARTMENT OF TRANSPORTATION National Highway Traffic Safety Administration Washington, D.C. 20590 U.S. OEPARTMENT OF HEALTH. EOUCATION &WELFARE OFFICE OFEOUCATION THIS DOCUMENT HAS DUCED EXACTLY BEEN REPRO- AS RECEIVED FROM THE PERSON DR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN IONS STATED 00NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITIONOR POLICY. The opinions, findings, end conclusions expressed in this publicationare thos.: of the authors and not necesarily those of the Nationartlighway-TrafficSafety Administration. For sate by the Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 ALCOHOL AND ALCOHOL SAFETY A CURRICULUM MANUAL FOR ELEMENTARY LEVEL -yowmEtrof . art: Peter Finn Judith Platt This manual - was foit The NitiOnal,HiiharayTiaffic Safe* Administration The National-institute on AlCohol,Ahnee,and Alcohoiiini- Unclet-Corhea: ctNo;-14SM-42-7.147: by Abt AsitOciatei 'Human" Development Canbriilde, Massachusetts 02138 DOT HS 800 708 September, 19.72 U.S. DEPARTMENT OF HEALTH. EDUCATION & WgLFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED_ EXACTLY AS RECEIVED FROM THE PERSON DR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY. ACTIVITY ORGANIZATION 1. -_Order. of AdtitritieS *ach Activity provided here delf;=OOntained-1earnin experience which requires varying nilaber's, of class periods and focuses on one or more -objectives..The Activities are numbered consecutively and are organized .by,salCOhol topic areas. Topics Safety: '(genera]. -and_ interpersonal) Attittlireb -and adasanS,Xattudèsowáiãlcóho1ãid 14 _ - 7_-reasons PeoPis: 5l-71' IndW41r Interpersonal rsafety situations) eral 82-91- 92=00 15..eer 106=100- The teacher can divide the lOOSeleaf Activities by :6:ach: of these major topic areas With a labeled index 4P/id* for easy future reference. A detailed Topic Index on page 204, indicates Whibii-,ActiVitieS deal With ,SPeditia topics within the above major .headingS. _Within each topic' the ,Actiiitie6-are=ditiidect- aiphabetically by teaching, Methcia:The 'Methods 'are Art JUkao'i.riSual Discussion firmta games role plays Independent Study polls research teaching Lectures Reading Science Writing For more information on teaching, methods,consult the Teaching Methods section on pages 90 -132.. ACtivity,Page Format The ACtIVITY.#S, :romp,and= METHOD are all indiaatadon the top - of each Activity ,age. (See blank ;Ole profile and scenario pages that follow.) ,Activity pages alsd contain the f011OWinginformation: 6§C).**,vka:'4001**tI,104i;i!#k=, 11411440'00r "id i,i1§Agi?'#4* 4k,-- refereriCe-ninitier- fol1OWectiby" -1' ±indicates Activity: was .reirised by theauthors... CONTENT REFERENCE: Indicates, on what pages of the Content Literature section the teacher-can .find: the related aldohol inforritation- botk for his own edification and for determining what the "students should learn, -"OA" .(Not Applicable) indicates thereis no aPplicable content reference. CLASS TIME: Is inapproxiiiiation of _how.many40-minute class periods it Should take toengage in that Activity, -riot 'inarudiri4 Oaltrationa Many of the evaluation, Methods,.hoWeveri. can be assigned as homework, and, inany case, the teacher will, not, wantto vidtaliy "evaluate everyAdtiVity, he teaches. In addition, many ACtivities canbe abridged by eliminating Parts of the Activity,such as report preSentatiOns, or by _limiting the time allotted for discussion. "OCT" , indicates that students- will haveto devote some outside class time to the Activity. CORE ACTIVITY: Is a one sentence description of theActivity. iv REF iii0icEir: ACTIVITY CONTENT REFERENCE: TOPIC: CLASS TIME: METHOD: cbtit.Adiltiliii: osjirri4E: PRELIMINARY: CONSIDERATIONS"; =SItH1.11.DEVELOPEO: ;OTHER: I VARIATIONS AN D SUPPLEMENTARY EVALUATION METHODS: 1- , ACTIVITY*: ACTIVITY* : : SAMPLE -SCENARIOS OBJECTIVE: Indicates what skills and knowledge students can be expected -to demonStrateand why it is desirable that they develop these skills and learn that knowledge. Include a list of the major skills developed PRELIMINARY- CONSIDERATIONS: by "the Activity -and other'pertinent dommentS, SKILLS DEVELOPED: such as warnings of when parent or admini- OTHER: stration approval of-Ah,ActiyityMay be necessary'and-suggestions of'ActiVities that should precede that one. In many cases it is -assumed that-a.study-of aldohors effeCts has precede an Activity: However, students can 'learn a lot about- altohol!tleffects, and probably,moreeffectively, by studying reieted:alaoholistues that concern them and thereby indirectly spur them to research alcohol's effeots. Describes what ,studentsand -teatheri who ACTIVITY: thated-t6,-to. -inVOpled .in -this Activity Will -do:_ logical-"breaking points in- the - =Activity if it runs3 -for` morel than 'one -class r4period General 4.hc004tioh-:0h-hOw.=to conduct .a type_ of teaching method,le.g:, smallgroup_ dittUsSiths,_oler playi)-is -indlUded in_eVerYActivity involving, that method,; but instead is explained in detail in the Tiaching-MethOds-ieOtiOn. (For 'example, rather thanrepett in-every-small group discussion Activity ,.ow 0 break students into-Small qroUpS,-this process-is,eXplained once-in-the "Diecu4sion",sectioni of Teaching Methods.) VARIATIONS AND Are - alternate - methods of conducting the SUPPLEMENTARY ACTIVITIES: Activity and recommendations for foklow-UP activities. Last on the page, but of prime importance, are theEVALUATIONMETHODS: Evaluations are essential for the teacher and students todiscover whether students-areachieving objectives -- that is, effectively exploringtheir concerns and learning appropriateknowledge, skills and attitudes.Evaluations should seek to determine whether students can makedecisions that are based on knowledge of alternatives,their inflUences and their consequences. It ix is the deciiion-making ability, the ability to apply knowledge,not just retain it, coupled with constructive attitude's that leadto desirable be- haviors. Th_ normal evaluation technique is a written or oraltest that measures what information and attitudes students.have learned. 11.1.t: m students often- memorize- materials ---and parrotattitudes only for the test and thenforget -them; retention of information isnot the major goal ofan alcohol curriculum: exploring concerns to develop desirablefeelings and behaviors is. Thus, the evaluations hereincludesuchltechniques as: role plays, games, collages and mobiles, - _autobiographies- and-,writtendialogues-,-_and Student-selp?evalUatiOns,,_ for such=methodS,require,studigitsto;i4ki decisions that arc the9rerequisItes for perforMing desireeionviterM-hihaviOrS-; Every Activity inoludes-at least-oneof-the AboVe evaluation methods. However, evaluations are more tikely,to be aocurate when severaldifferent kinds are used to' supplement -each other.' (They are alto.moreprodUctive when they involve new liarningt inthe-prodess of evaluatingold ones.) Therefore, there are also several Activitieswhose major purpose is evalu- =ation; These are listed in'the CuirieUlUMIndex.Quiz Activities may be found at the end of each topicunder the method "Writing." The teacher must decideto whose satisfactionan Activity mutt* perfOrmed in order to conclude that .learning hasoccurred. It is useful to require that Activities be performed to the teacher's andstudents'
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