10th Grade  Project 16 weeks

Talk It Out: Substance Chat Support

Maureen K
12.1.SU.3
12.1.SU.1
12.6.SU.1
Self Directed Learning
Academic Mindset
+ 1 more
1-pager

The Challenge

Navigating conversations about substance use in schools is challenging due to the absence of effective tools and strategies, which often results in missed chances for meaningful discussions. The issue is further complicated by the diverse effects of both legal and illegal substances on health and behavior, necessitating a nuanced understanding and empathetic communication.
Challenge Question
How can we help teachers feel confident and prepared to talk about substance use with students, creating a supportive and understanding classroom environment?
Standards
  • [Massachusetts] 12.1.SU.3 - Analyze the potential short- and long-term impacts (including addiction) of legal (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol, and marijuana) and illegal drugs (e.g., prescription drugs not prescribed to you, cocaine) on multiple dimensions of health (e.g., physical, mental, emotional, social, intellectual) and on other health risk behaviors (e.g., sexual activity, impaired driving). [HPE]
  • [Massachusetts] 12.1.SU.1 - Reflect on personal beliefs, choices, and values compared to cultural, community, and societal norms around substance use and misuse. [HPE]
  • [Massachusetts] 12.6.SU.1 - Evaluate the validity of information, products and services that are intended to help a person make health-promoting choices when making decisions related to legal drug use (e.g., prescription drugs prescribed to you, over-the-counter drugs, and [at a certain age] nicotine, electronic vapor products, alcohol and marijuana). [HE]
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Learning Partners and Clients

Railroad Street Youth Foundation will team up with students, sharing their knowledge and experience on teen substance use issues. This collaboration gives students real-world insights and hands-on experience in creating useful tools for teachers. By partnering with the foundation, students will receive helpful feedback and support to make sure their digital resource toolkit is effective and meets the needs of teachers and the community.

Phase Outcomes

Phase Learning Outcome
Discover
I can figure out the challenge and why it happens by diving into a hands-on activity that gets me curious and committed to solving the problem.
Examine
I can explore the reasons behind the challenge and its effects by doing research tasks that help me understand more and link to what I'm learning.
Engineer
I can come up with a solution that really makes a difference for those dealing with the problem by planning and creating a smart and useful answer.
Do
I can put my solution into action, collect real-world data, and check how well it works to make sure it tackles the issue effectively.
Share
I can present my solution, learning experience, and personal growth to a real audience in an exciting way that shows what I've learned about myself and the issue.
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