Cartoon: © Don Addis—Used with permission; Photo, girl: © iStockphoto.

LESSON PLANS 

Lesson 1: Marijuana Facts 

Objective: Students will review some 

basic facts about marijuana, and 

understand how to use this knowledge, 

along with critical thinking skills, to make 

informed decisions about marijuana use.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Marijuana Facts” Activity 1 

reproducible, pen or pencil

Directions

Setup: Hand out the activity sheets. Ask students to 

read the information about marijuana located at the 

top of the page. As a class, discuss the effects that 

marijuana use can have on their bodies and in their 

lives as described on the activity sheet. Ask them what 

else they know about the effects of marijuana on their 

brains or bodies. Where did they get this information? 

How reliable is it?

Activity: Have students read each of the three questions 

located in the “Think It Through” section. Instruct students 

to use the facts they have learned to “think through” 

each of the scenarios and answer the questions.

Wrap-up: Select students to read their answers aloud 

and then lead a class discussion on each of the scenarios.

Extension: Ask students to write their own scenario 

involving marijuana. They should also provide responses 

to the scenarios based on their new knowledge of the 

risks and dangers associated with marijuana use.

Evaluation: Did the students use the facts provided 

in writing out their responses? Did they support their 

answers with details?

Lesson 2: Consider the Source

Objective: Students will understand the 

difference between a fact that can be 

verified and a personal opinion. Students 

will also determine the difference between an opinion 

based on facts vs. an opinion based on special interest.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Consider the Source” Activity 2 

reproducible, pen or pencil

Directions 

Setup: Ask students what they think is the difference 

between a fact and an opinion. Have students explain 

how opinions are formed. Also ask them which opinions 

may be more or less trustworthy and why. 

Activity: Hand out activity sheets and have students 

study the directions. Instruct students to complete the 

worksheet by responding to the questions, then circling 

the correct answer to indicate whether the source is 

reliable or unreliable.

Wrap-up: As a class, discuss how the activity may 

inform their perspective on the messages they receive 

about drugs. Ask them about other messages they could 

evaluate using these assessment questions.

Extension: Have students write a paragraph answering 

the critical-thinking question in the “Think It Through” 

section. The paragraph should include a topic sentence, 

a supporting argument, and a closing sentence.

Evaluation: Did students understand how to use 

the questions to rate the statements included in this 

exercise? Did students understand the difference 

between information obtained from a study vs. 

someone’s personal situation? 

Lesson 3: Think It Through

Objective: Students will learn how 

to “read” and understand editorial 

cartoons.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Think It Through” Activity 3 

reproducible, pen or pencil

Directions: 

Setup: Explain the concept and purpose of an editorial 

cartoon to the class. Hand out activity sheets and ask 

students to study the editorial cartoon. Have a class 

discussion about the difference between the obvious 

and hidden messages of the cartoon. 

Activity: Separate students into groups of four. Have 

them work together to complete the activity sheet as 

a group. Each student should also provide their own 

response to the questions on their activity sheet.

Wrap-up: Have students discuss how important it is to 

be able to identify both hidden and obvious mediarelated messages, whether in cartoons, on TV, or in music.

Extension: Have students draw their own editorial 

cartoons about understanding media messages.

Teaching With the Poster/Teaching Guide

The four lessons and activity reproducibles included in this 

teaching guide may be used individually or as additional 

resources for larger class discussions. The classroom poster 

can be used to prompt discussions about media and peer 

messages.

Classroom 

Poster

(continued on next page)
Cartoon: © Don Addis—Used with permission; Photo, girl: © iStockphoto.

LESSON PLANS 

Lesson 1: Marijuana Facts 

Objective: Students will review some 

basic facts about marijuana, and 

understand how to use this knowledge, 

along with critical thinking skills, to make 

informed decisions about marijuana use.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Marijuana Facts” Activity 1 

reproducible, pen or pencil

Directions

Setup: Hand out the activity sheets. Ask students to 

read the information about marijuana located at the 

top of the page. As a class, discuss the effects that 

marijuana use can have on their bodies and in their 

lives as described on the activity sheet. Ask them what 

else they know about the effects of marijuana on their 

brains or bodies. Where did they get this information? 

How reliable is it?

Activity: Have students read each of the three questions 

located in the “Think It Through” section. Instruct students 

to use the facts they have learned to “think through” 

each of the scenarios and answer the questions.

Wrap-up: Select students to read their answers aloud 

and then lead a class discussion on each of the scenarios.

Extension: Ask students to write their own scenario 

involving marijuana. They should also provide responses 

to the scenarios based on their new knowledge of the 

risks and dangers associated with marijuana use.

Evaluation: Did the students use the facts provided 

in writing out their responses? Did they support their 

answers with details?

Lesson 2: Consider the Source

Objective: Students will understand the 

difference between a fact that can be 

verified and a personal opinion. Students 

will also determine the difference between an opinion 

based on facts vs. an opinion based on special interest.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Consider the Source” Activity 2 

reproducible, pen or pencil

Directions 

Setup: Ask students what they think is the difference 

between a fact and an opinion. Have students explain 

how opinions are formed. Also ask them which opinions 

may be more or less trustworthy and why. 

Activity: Hand out activity sheets and have students 

study the directions. Instruct students to complete the 

worksheet by responding to the questions, then circling 

the correct answer to indicate whether the source is 

reliable or unreliable.

Wrap-up: As a class, discuss how the activity may 

inform their perspective on the messages they receive 

about drugs. Ask them about other messages they could 

evaluate using these assessment questions.

Extension: Have students write a paragraph answering 

the critical-thinking question in the “Think It Through” 

section. The paragraph should include a topic sentence, 

a supporting argument, and a closing sentence.

Evaluation: Did students understand how to use 

the questions to rate the statements included in this 

exercise? Did students understand the difference 

between information obtained from a study vs. 

someone’s personal situation? 

Lesson 3: Think It Through

Objective: Students will learn how 

to “read” and understand editorial 

cartoons.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Think It Through” Activity 3 

reproducible, pen or pencil

Directions: 

Setup: Explain the concept and purpose of an editorial 

cartoon to the class. Hand out activity sheets and ask 

students to study the editorial cartoon. Have a class 

discussion about the difference between the obvious 

and hidden messages of the cartoon. 

Activity: Separate students into groups of four. Have 

them work together to complete the activity sheet as 

a group. Each student should also provide their own 

response to the questions on their activity sheet.

Wrap-up: Have students discuss how important it is to 

be able to identify both hidden and obvious mediarelated messages, whether in cartoons, on TV, or in music.

Extension: Have students draw their own editorial 

cartoons about understanding media messages.

Teaching With the Poster/Teaching Guide

The four lessons and activity reproducibles included in this 

teaching guide may be used individually or as additional 

resources for larger class discussions. The classroom poster 

can be used to prompt discussions about media and peer 

messages.

Classroom 

Poster

(continued on next page)
Marijuana Facts

FACT: Marijuana is addictive.

Delta-9-tetrahydrocannabinol (THC) is the main active ingredient in 

marijuana. It stimulates brain cells to release the chemical dopamine, 

artificially causing a feeling of pleasure. The “high” feeling it creates is 

one of the reasons some people use it again and again, which can lead 

to addiction. And the younger you start, the higher your risk for addiction. 

About one in six teenagers who smoke marijuana will become addicted.

FACT: Marijuana use can negatively affect your performance 

in school and athletics.

THC affects many parts of the brain, including those that control memory and movement. 

Marijuana users may experience the following:

• problems with learning and memory

• distorted perceptions (sight, sound, time, touch)

• impaired motor coordination

• increased heart rate

• loss of interest and motivation

FACT: Driving under the influence of marijuana is dangerous.

Safe driving involves good concentration, judgment, and reaction 

time. Safe drivers must also be alert and have good coordination. 

Smoking marijuana—and mixing it with even small amounts of 

alcohol—negatively affects all of these necessary skills. In fact, up to 

14 percent of the drivers who die in car accidents have marijuana or 

both marijuana and alcohol in their bloodstreams.

ACTIVITY 1 Reproducible 

Think It Through: Considering the scientific facts above, study the following 

scenarios. Look for marijuana myths and answer the questions on separate paper. 

Apply facts regarding the dangers present in each situation.

1. Two members of a high school football team are nervous before a big game. A friend gives 

them a joint and tells them it will help them calm down before the game. What are the risks 

involved for these two teammates? What about the team as a whole? 

2. A young man wants to smoke marijuana with his date before going to a movie. He tells her it 

will “open her mind” and enhance her understanding of the film. He will be driving her home 

afterward. What do the facts tell you about the dangers involved in this scenario? 

3. A study group gets together to prepare for an important test. During a study break, one 

member pulls out a joint and offers to share it with anyone who wants to join her. What do 

the facts tells you about the risks?
Marijuana Facts

FACT: Marijuana is addictive.

Delta-9-tetrahydrocannabinol (THC) is the main active ingredient in 

marijuana. It stimulates brain cells to release the chemical dopamine, 

artificially causing a feeling of pleasure. The “high” feeling it creates is 

one of the reasons some people use it again and again, which can lead 

to addiction. And the younger you start, the higher your risk for addiction. 

About one in six teenagers who smoke marijuana will become addicted.

FACT: Marijuana use can negatively affect your performance 

in school and athletics.

THC affects many parts of the brain, including those that control memory and movement. 

Marijuana users may experience the following:

• problems with learning and memory

• distorted perceptions (sight, sound, time, touch)

• impaired motor coordination

• increased heart rate

• loss of interest and motivation

FACT: Driving under the influence of marijuana is dangerous.

Safe driving involves good concentration, judgment, and reaction 

time. Safe drivers must also be alert and have good coordination. 

Smoking marijuana—and mixing it with even small amounts of 

alcohol—negatively affects all of these necessary skills. In fact, up to 

14 percent of the drivers who die in car accidents have marijuana or 

both marijuana and alcohol in their bloodstreams.

ACTIVITY 1 Reproducible 

Think It Through: Considering the scientific facts above, study the following 

scenarios. Look for marijuana myths and answer the questions on separate paper. 

Apply facts regarding the dangers present in each situation.

1. Two members of a high school football team are nervous before a big game. A friend gives 

them a joint and tells them it will help them calm down before the game. What are the risks 

involved for these two teammates? What about the team as a whole? 

2. A young man wants to smoke marijuana with his date before going to a movie. He tells her it 

will “open her mind” and enhance her understanding of the film. He will be driving her home 

afterward. What do the facts tell you about the dangers involved in this scenario? 

3. A study group gets together to prepare for an important test. During a study break, one 

member pulls out a joint and offers to share it with anyone who wants to join her. What do 

the facts tells you about the risks?
Marijuana Facts

FACT: Marijuana is addictive.

Delta-9-tetrahydrocannabinol (THC) is the main active ingredient in 

marijuana. It stimulates brain cells to release the chemical dopamine, 

artificially causing a feeling of pleasure. The “high” feeling it creates is 

one of the reasons some people use it again and again, which can lead 

to addiction. And the younger you start, the higher your risk for addiction. 

About one in six teenagers who smoke marijuana will become addicted.

FACT: Marijuana use can negatively affect your performance 

in school and athletics.

THC affects many parts of the brain, including those that control memory and movement. 

Marijuana users may experience the following:

• problems with learning and memory

• distorted perceptions (sight, sound, time, touch)

• impaired motor coordination

• increased heart rate

• loss of interest and motivation

FACT: Driving under the influence of marijuana is dangerous.

Safe driving involves good concentration, judgment, and reaction 

time. Safe drivers must also be alert and have good coordination. 

Smoking marijuana—and mixing it with even small amounts of 

alcohol—negatively affects all of these necessary skills. In fact, up to 

14 percent of the drivers who die in car accidents have marijuana or 

both marijuana and alcohol in their bloodstreams.

ACTIVITY 1 Reproducible 

Think It Through: Considering the scientific facts above, study the following 

scenarios. Look for marijuana myths and answer the questions on separate paper. 

Apply facts regarding the dangers present in each situation.

1. Two members of a high school football team are nervous before a big game. A friend gives 

them a joint and tells them it will help them calm down before the game. What are the risks 

involved for these two teammates? What about the team as a whole? 

2. A young man wants to smoke marijuana with his date before going to a movie. He tells her it 

will “open her mind” and enhance her understanding of the film. He will be driving her home 

afterward. What do the facts tell you about the dangers involved in this scenario? 

3. A study group gets together to prepare for an important test. During a study break, one 

member pulls out a joint and offers to share it with anyone who wants to join her. What do 

the facts tells you about the risks?
Marijuana Facts

FACT: Marijuana is addictive.

Delta-9-tetrahydrocannabinol (THC) is the main active ingredient in 

marijuana. It stimulates brain cells to release the chemical dopamine, 

artificially causing a feeling of pleasure. The “high” feeling it creates is 

one of the reasons some people use it again and again, which can lead 

to addiction. And the younger you start, the higher your risk for addiction. 

About one in six teenagers who smoke marijuana will become addicted.

FACT: Marijuana use can negatively affect your performance 

in school and athletics.

THC affects many parts of the brain, including those that control memory and movement. 

Marijuana users may experience the following:

• problems with learning and memory

• distorted perceptions (sight, sound, time, touch)

• impaired motor coordination

• increased heart rate

• loss of interest and motivation

FACT: Driving under the influence of marijuana is dangerous.

Safe driving involves good concentration, judgment, and reaction 

time. Safe drivers must also be alert and have good coordination. 

Smoking marijuana—and mixing it with even small amounts of 

alcohol—negatively affects all of these necessary skills. In fact, up to 

14 percent of the drivers who die in car accidents have marijuana or 

both marijuana and alcohol in their bloodstreams.

ACTIVITY 1 Reproducible 

Think It Through: Considering the scientific facts above, study the following 

scenarios. Look for marijuana myths and answer the questions on separate paper. 

Apply facts regarding the dangers present in each situation.

1. Two members of a high school football team are nervous before a big game. A friend gives 

them a joint and tells them it will help them calm down before the game. What are the risks 

involved for these two teammates? What about the team as a whole? 

2. A young man wants to smoke marijuana with his date before going to a movie. He tells her it 

will “open her mind” and enhance her understanding of the film. He will be driving her home 

afterward. What do the facts tell you about the dangers involved in this scenario? 

3. A study group gets together to prepare for an important test. During a study break, one 

member pulls out a joint and offers to share it with anyone who wants to join her. What do 

the facts tells you about the risks?
Cartoon: © Don Addis—Used with permission; Photo, girl: © iStockphoto.

LESSON PLANS 

Lesson 1: Marijuana Facts 

Objective: Students will review some 

basic facts about marijuana, and 

understand how to use this knowledge, 

along with critical thinking skills, to make 

informed decisions about marijuana use.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Marijuana Facts” Activity 1 

reproducible, pen or pencil

Directions

Setup: Hand out the activity sheets. Ask students to 

read the information about marijuana located at the 

top of the page. As a class, discuss the effects that 

marijuana use can have on their bodies and in their 

lives as described on the activity sheet. Ask them what 

else they know about the effects of marijuana on their 

brains or bodies. Where did they get this information? 

How reliable is it?

Activity: Have students read each of the three questions 

located in the “Think It Through” section. Instruct students 

to use the facts they have learned to “think through” 

each of the scenarios and answer the questions.

Wrap-up: Select students to read their answers aloud 

and then lead a class discussion on each of the scenarios.

Extension: Ask students to write their own scenario 

involving marijuana. They should also provide responses 

to the scenarios based on their new knowledge of the 

risks and dangers associated with marijuana use.

Evaluation: Did the students use the facts provided 

in writing out their responses? Did they support their 

answers with details?

Lesson 2: Consider the Source

Objective: Students will understand the 

difference between a fact that can be 

verified and a personal opinion. Students 

will also determine the difference between an opinion 

based on facts vs. an opinion based on special interest.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Consider the Source” Activity 2 

reproducible, pen or pencil

Directions 

Setup: Ask students what they think is the difference 

between a fact and an opinion. Have students explain 

how opinions are formed. Also ask them which opinions 

may be more or less trustworthy and why. 

Activity: Hand out activity sheets and have students 

study the directions. Instruct students to complete the 

worksheet by responding to the questions, then circling 

the correct answer to indicate whether the source is 

reliable or unreliable.

Wrap-up: As a class, discuss how the activity may 

inform their perspective on the messages they receive 

about drugs. Ask them about other messages they could 

evaluate using these assessment questions.

Extension: Have students write a paragraph answering 

the critical-thinking question in the “Think It Through” 

section. The paragraph should include a topic sentence, 

a supporting argument, and a closing sentence.

Evaluation: Did students understand how to use 

the questions to rate the statements included in this 

exercise? Did students understand the difference 

between information obtained from a study vs. 

someone’s personal situation? 

Lesson 3: Think It Through

Objective: Students will learn how 

to “read” and understand editorial 

cartoons.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Think It Through” Activity 3 

reproducible, pen or pencil

Directions: 

Setup: Explain the concept and purpose of an editorial 

cartoon to the class. Hand out activity sheets and ask 

students to study the editorial cartoon. Have a class 

discussion about the difference between the obvious 

and hidden messages of the cartoon. 

Activity: Separate students into groups of four. Have 

them work together to complete the activity sheet as 

a group. Each student should also provide their own 

response to the questions on their activity sheet.

Wrap-up: Have students discuss how important it is to 

be able to identify both hidden and obvious mediarelated messages, whether in cartoons, on TV, or in music.

Extension: Have students draw their own editorial 

cartoons about understanding media messages.

Teaching With the Poster/Teaching Guide

The four lessons and activity reproducibles included in this 

teaching guide may be used individually or as additional 

resources for larger class discussions. The classroom poster 

can be used to prompt discussions about media and peer 

messages.

Classroom 

Poster

(continued on next page)
Cartoon: © Don Addis—Used with permission; Photo, girl: © iStockphoto.

LESSON PLANS 

Lesson 1: Marijuana Facts 

Objective: Students will review some 

basic facts about marijuana, and 

understand how to use this knowledge, 

along with critical thinking skills, to make 

informed decisions about marijuana use.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Marijuana Facts” Activity 1 

reproducible, pen or pencil

Directions

Setup: Hand out the activity sheets. Ask students to 

read the information about marijuana located at the 

top of the page. As a class, discuss the effects that 

marijuana use can have on their bodies and in their 

lives as described on the activity sheet. Ask them what 

else they know about the effects of marijuana on their 

brains or bodies. Where did they get this information? 

How reliable is it?

Activity: Have students read each of the three questions 

located in the “Think It Through” section. Instruct students 

to use the facts they have learned to “think through” 

each of the scenarios and answer the questions.

Wrap-up: Select students to read their answers aloud 

and then lead a class discussion on each of the scenarios.

Extension: Ask students to write their own scenario 

involving marijuana. They should also provide responses 

to the scenarios based on their new knowledge of the 

risks and dangers associated with marijuana use.

Evaluation: Did the students use the facts provided 

in writing out their responses? Did they support their 

answers with details?

Lesson 2: Consider the Source

Objective: Students will understand the 

difference between a fact that can be 

verified and a personal opinion. Students 

will also determine the difference between an opinion 

based on facts vs. an opinion based on special interest.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Consider the Source” Activity 2 

reproducible, pen or pencil

Directions 

Setup: Ask students what they think is the difference 

between a fact and an opinion. Have students explain 

how opinions are formed. Also ask them which opinions 

may be more or less trustworthy and why. 

Activity: Hand out activity sheets and have students 

study the directions. Instruct students to complete the 

worksheet by responding to the questions, then circling 

the correct answer to indicate whether the source is 

reliable or unreliable.

Wrap-up: As a class, discuss how the activity may 

inform their perspective on the messages they receive 

about drugs. Ask them about other messages they could 

evaluate using these assessment questions.

Extension: Have students write a paragraph answering 

the critical-thinking question in the “Think It Through” 

section. The paragraph should include a topic sentence, 

a supporting argument, and a closing sentence.

Evaluation: Did students understand how to use 

the questions to rate the statements included in this 

exercise? Did students understand the difference 

between information obtained from a study vs. 

someone’s personal situation? 

Lesson 3: Think It Through

Objective: Students will learn how 

to “read” and understand editorial 

cartoons.

Time Required: 20-minute class period with additional 

time for extension activity

Materials: Class set of “Think It Through” Activity 3 

reproducible, pen or pencil

Directions: 

Setup: Explain the concept and purpose of an editorial 

cartoon to the class. Hand out activity sheets and ask 

students to study the editorial cartoon. Have a class 

discussion about the difference between the obvious 

and hidden messages of the cartoon. 

Activity: Separate students into groups of four. Have 

them work together to complete the activity sheet as 

a group. Each student should also provide their own 

response to the questions on their activity sheet.

Wrap-up: Have students discuss how important it is to 

be able to identify both hidden and obvious mediarelated messages, whether in cartoons, on TV, or in music.

Extension: Have students draw their own editorial 

cartoons about understanding media messages.

Teaching With the Poster/Teaching Guide

The four lessons and activity reproducibles included in this 

teaching guide may be used individually or as additional 

resources for larger class discussions. The classroom poster 

can be used to prompt discussions about media and peer 

messages.

Classroom 

Poster

(continued on next page)