Lesson Title: Decision Making Alternatives for Drinking and Driving

Developed By: Mars Ostrowski Grade Level: 10 Date:12/2/16

Step 1: Desired Results (What will students know and be able to do as a result of this lesson?)

Health Topic(s): Safety

Health Behavior Outcomes (HBOs):

S-6: Recognize and avoid dangerous surroundings

National Health Education Standard(s):

NHES #1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
NHES #5: Students will demonstrate the ability to use decision-making skills to enhance health.

Iowa Core Curriculum-21st Century Skills-Health Literacy-Essential Concept(s):

21.912.HL.3: Essential Concept and/or Skill: Apply critical literacy/thinking skills related to personal, family and
community wellness

Knowledge and/or Skill/ Expectations:

S-1.12.7: Identify 1 relationship between driving under the influence and the injury that could occur.
S-5.12.6: Predict 2 or more short-term and 1 long-term consequence of drinking and driving using scenarios given in
class.

Step 2: Assessment Evidence:

Name/type of Assessment:
Ticket to class (given after lesson)

Criteria:
Consequences of drinking and driving (short/long term)
Alternatives to drinking and Driving
3 Cs of decision making
Group discussions related to drunk driving scenarios

Step 3: Active Learning Plan: (How will I teach so all my students learn?)

Step for Students: What will
students do during the lesson
(detailed sequence)
Reminders for Teachers: What do I need to remember to say and do?
Teacher Prep:
Print out scenario, DUI sheets
Cut up scratch paper for ticket to class
Tape the numbered papers to the designated corners (each corner should have
a different number 1-4)

Sitting quietly, listening to the Introduce: Remember last class when we discussed the things that influence
teacher us and how that relates to our decision to stay alcohol free?

Students nod head or say yes

Eyes on teacher Today we are going to discuss the consequences of drinking while driving
and then learn some decision making skills

Pause
 Then, we are going to read some scenarios in class and decide what we
should do using what we learned in class

Im sure some of you have heard about DUIs but Im going to explain
exactly what it is

A DUI is driving under the influence, sometimes called a DWI (driving while
intoxicated), or an OWI (operating while intoxicated)

This can happen if someone decides to make the decision to drive after
drinking alcohol.

In Iowa the legal limit for anyone under the legal drinking age of 21 is .02
BAC, basically anything more than mouthwash.
For adults 21 and older it is .08 BAC

BAC, which is Blood Alcohol Content/Concentration is

It is determined by a breathalyzer test usually administered by a police
officer.

Essentially, the person breaths into a mouth piece and it registers how much
alcohol is in your system.

If anyone registers more than the legal limit, which is .02 BAC for high
schoolers, they will then face many short term and long term consequences.

Walk over to the board and grab your writing utensil

Consequences: Divide the board into three block sections and write out the
following:

Short Term Long Term C

Consequences Consequences C
C

Leave enough space under the first two block to list answers given
Leave ample room between Cs because they will be defined on the board
later in the lesson

Can anyone think of a potential short term consequence of drinking and

driving? Raise your hand please

Students eyes on teacher with Teacher waits 10 seconds and then either chooses a raised hands or cold calls
hands raised or sitting quietly someone to answer

Selected students give their Teacher writes them on the board under short term consequences and repeats
answer what is said

***List at least 8

Here are some ideas for answers:

Jail: 48 hours to 1 year
 License Suspension: 6 months
Community Service
Course for drinking drivers: Minimum of $115 and 12 hours long
Substance Evaluation/Treatment program: $650 approximately
Civil penalty: $200
Ignition Interlock Device: $60-120/month and installed at their
expense (approximately $620-$1,440 for the monthly fee alone)
Embarrassment: Being known as the person who drives recklessly
If these arent said add them to the list, include the costs so they can see the
expenses, and say them aloud

What about Long term Consequences? Please raise your hands to answer the
question

Selected Students give their Teacher writes them on the board under short term consequences and repeats
answers what is said

***List at least 6

Here are some ideas for answers:

Debt: bills will pile up while you are paying off fees, classes, and
insurance
Divorce: Spouse might not appreciate the additional stress and
financial issues
Loss of Job: You might lose your job while you are in jail, you
might have a job that requires a clean driving record
Inability to find a job: Employers might not trust you to make wise
decisions if they see a DUI on your background check
Insurance: DUI is on your record for 12 years, which can cost
thousands of dollars over the years. It can also disqualify you from
certain jobs.
Injury: To self and others
Death: You may get into a serious accident and lose your life, the
passengers in the vehicle, and any people you may hit

As you write them down, explain why they are long term consequences.
Elaborate on anything that may be unclear

Listening, then raising their Alternatives: What can we do instead of drinking and driving or letting our
hands to offer alternatives friends drink and drive?

Repeat answers given and elaborate if necessary

Here are some possible answers:

Have a designated driver
Call a cab
Take the bus
Call a friend, or a person you trust who isnt impaired
Stay at a friends house
Look the person in the eye and confidently say "no, thank you"
Try hiding their keys. Take them from the person when they are
preoccupied, and chances are they will just believe that they lost
them somewhere

Listening
Students raise their hands
Student(s) selected answer or
give their best guess
Students raise their hands
Student selected answers the
question, it may not result in the
correct answer but call on a few
before answering
Looking at the board
Says the three Cs
Says Clarify, Consider,
Choose
If the party is at a house and all else fails, ask the owner of the
house if you can stay there that night
If you are the sober one, offer your drunk friend a ride
Drinking and driving is a decision people make
Now that we know what the consequences and alternatives are we can focus
on our decision making skills
Walk to the board and stand by the 3 Cs
Introduce 3 Cs: When we make the decision to do accomplish something,
we usually have a thinking process, or a set of steps we do Pause Usually,
we dont even know that were doing it
Write out each step as you discuss them to the class
Write
Step 1: C, We clarify what the decisions is
Write
Step 2: C, can anyone guess what the second C is?
Teacher counts to 10 and waits for students to raise their hands, if none do
Teacher cold calls
Call at least 3 students, clarifies answers or offers the answer if its unclear
C is for consider, we consider our options
Its kind of like the decision you made to come to class today, you probably
wanted to stay asleep in bed, but you considered your options and then
you. (drag the last word out )
Step 3: C, does anyone want to guess what the last decision making step is?
(If no one raises their hand cold call on someone in the back)
Call on several students, write if down if they mention
If they dont say it and write it on the board
Write
Choose the best alternative and take the necessary action
When i say go we will Say this as a class, clarify, consider, choose
Go
Repeat it again
Go
Scenarios
Designate students into 4 groups (one for each scenario) and give them a
number (1-4)
Have them get together with their group and get into a corner of the room that

Moves to their corner to work
with their group
Discussion their scenarios
Listening to the teacher
Group 4 approaches the front of
the class and discusses their
scenarios and answers
Other students listen and offer
input as required
Groups come up when told and
speak to the class
Other students listen and offer
input as requested
Filling in questions as teacher
states them
has their number listed on the wall for their group discussion
Walks around and hands each group the Scenario sheets (one for each
member)
Now discuss the scenario for the number given to your group and answer all
the questions
(provide ample time for discussion,)
Walk around, listen to the groups, offer input/suggestions, or answer any
questions that should arise
After the talk dissipates or turns to outside class discussions direct their
attention back to you (Be sure to check with each group to make sure they are
done)
Now that we are done discussing our scenarios one group at a time will come
up and discuss their scenario, the three 3 Cs for their scenario, short term and
long term consequences, and alternatives
Well go backwards today, starting with group 4, please come to the front of
the class and discuss your scenario
Listen attentively, offer input, make suggestions or ask the class what they
would do if they are too brief.
When they are done then repeat with group 3, then 2, then 1
Ticket to Class: Now that we have discussed some consequences,
alternatives, and scenarios we are going to finish up class with a ticket to class
slip
Please try to answer every question
Hand out ticket to class slips to each student
Discuss the questions aloud, giving them time to answer each question
1. What are the 3 Cs of decision Making?
2. What are 2 short term and 1 long term consequence of driving drunk
3. What is an alternative to drinking and driving? What could be done
instead of drinking and driving
Repeat them twice when you read them aloud
 Ask if they need anything repeated after youve given them time to hear them
all

Hands them in as they finish and When you are done you may hand them in
pack up their stuff to change
classes (If there is extra time discuss the picture that was given with the scenarios)

I hope you all learned something new about decision making

Feel free to read the picture that was in your scenario packet I hope you can
use that to avoid drinking and driving

Materials:
Whiteboard/Chalkboard
Chalk/Markers
4 Sheets each with 1 number listed (1,2,3, or 4)
Tape/ Push-pin
Preprinted sheets with scenarios listed (1 for each person in the class)
On the back print the Picture posted below (Actual cost of a DUI)
Exit ticket (scratch paper)

Time: 45-50 minutes

Differentiation/Modifications:
Erasing the notes on the board to challenge the students recall before allowing them to discuss their scenarios (3
Cs, Consequences, and alternatives)
Handing exit slips to students to the students that arent presenting to cut time of dispersion
Having groups preassigned before hand or using name cards to place them into their groups ahead of time
Cut out scenarios and give each group their scenario to save paper and avoid wasting time during discussion if the
groups read the wrong scenarios

Resources:
http://www.rcmp-grc.gc.ca/cycp-cpcj/id-cfa/lp-pl/index-eng.htm
https://iowacore.gov/iowa-core/subject/21st-century-skills/10/health-literacy
http://www.cdc.gov/healthyyouth/hecat/pdf/hecat_module_s.pdf
https://www.dmv.com/ia/iowa/dui-dwi
http://dui.drivinglaws.org/iowa.php
https://www.intoxalock.com/ignition-interlock-devices/pricing
Barb Bakker - University of Northern Iowa Health Coordinator
Step 4: Reflection (What will I improve teaching and learning next time?)

Scenarios

Please look at the scenario for your given number and work as a group

A. First, assign roles: Writer, Reader, 3 Cs speaker, and Consequences speaker

B. Then decide what to your group would do using the scenario your group was given
C. Discuss the 3 Cs for decision making for your scenario
D. Talk about the short term and long term consequences the individual in that situation chooses to
drink and drive
E. List Alternatives to drinking and driving

1. You and 5 friends go to a cabin during summer summer break. Someone in the group brought alcohol
and the group decides to indulge. Later that day, the group starts getting hungry and notices that the
alcohol supply has decreased dramatically. Your best friend suggests driving back into town to get some
snacks and more beverages. You take a vote: 2 want to go to town to get food and beer, 2 want to stay at
the cabin,, and one is undecided. With an even amount for and against they decide to leave the decision
up to you. What do you do?

a. *** Remember the 3 Cs (clarify, consider, choose), and explain your groups thought process
for each C, then list at least 2 short term and 1 long term consequence of drinking and driving.
b. Choose 1 person to write your plan out, someone different to read the scenario to the class,
another to explain the 3 Cs for your scenario, then the last person will say the 2 short term and
1 long term consequences of drinking and driving that your group discussed and alternatives.
c. (If another group uses the same short term and long term consequences try to come up
with something different)
d. If there are more than 4 people in your group split up the three Cs or the alternatives so
everyone can have a role

2. Youre at a family reunion in the park, there is a lot of food, games, and beer for the adults. Your
favorite uncle got there earlier and has been drinking beer all day. You heard several family members
mention that he is upset because he is one absence away from being fired from his job. A few hours later
he is staggering around drunk and in a slurred speech says that he has to go home and sleep off his beer
for work tomorrow. Everyone else is playing volleyball or cheering them on so they dont hear or see
whats happening. You are the only person there and you know that he placed his keys on a table near
where you two are standing. What do you do?

a. *** Remember the 3 Cs (clarify, consider, choose), and explain your groups thought process
for each C, then list at least 2 short term and 1 long term consequence of drinking and driving.
b. Choose 1 person to write your plan out, someone different to read the scenario to the class,
another to explain the 3 Cs for your scenario, then the last person will say the 2 short term and
1 long term consequences of drinking and driving that your group discussed and alternatives.
c. (If another group uses the same short term and long term consequences try to come up
with something different)
d. If there are more than 4 people in your group split up the three Cs or the alternatives so
everyone can have a role
e. If there are more than 4 people in your group split up the three Cs so everyone can have a role

3. You and some friends are at a party and where youve all been drinking. There is a bonfire and people
start throwing the glass beer bottles into the fire. Someone throws a bottle and it misses the fire, breaking
on the ground and shattering into pieces. No one has a clear enough mind to pick it up so it is quickly
forgotten. Later, someone from inside the house decides to walk outside and roast marshmallows. They
trip and land on some of the glass cutting themself severely. You are the only person with a car there and
the hospital is only five minutes away. What do you do?
 a. *** Remember the 3 Cs (clarify, consider, choose), and explain your groups thought process
for each C, then list at least 2 short term and 1 long term consequence of drinking and driving.
b. Choose 1 person to write your plan out, someone different to read the scenario to the class,
another to explain the 3 Cs for your scenario, then the last person will say the 2 short term and
1 long term consequences of drinking and driving that your group discussed and alternatives.
c. (If another group uses the same short term and long term consequences try to come up
with something different)
d. If there are more than 4 people in your group split up the three Cs or the alternatives so
everyone can have a role

4. Your crush has finally asked you out! They decide to pick you up and take you to a party. After a few
hours when it is time to leave, you realize your date is drunk. What do you do?

a. *** Remember the 3 Cs (clarify, consider, choose), and explain your groups thought process
for each C, then list at least 2 short term and 1 long term consequence of drinking and driving.
b. Choose 1 person to write your plan out, someone different to read the scenario to the class,
another to explain the 3 Cs for your scenario, then the last person will say the 2 short term and
1 long term consequences of drinking and driving that your group discussed and alternatives.
c. (If another group uses the same short term and long term consequences try to come up
with something different)
d. If there are more than 4 people in your group split up the three Cs or the alternatives so
everyone can have a role