Marijuana in High Schools Presented by: Emily Handlen Aimee Taylor Maricela Banuelos

Time to Weigh in…

Impact on Learning Short Term Effects Problems with memory retention, focus and concentration. Distorted perception (sights, sounds, time, touch). Trouble with thinking and problem solving. Loss of motor coordination. Increased heart rate. Effects can be unpredictable, especially when other drugs are mixed with marijuana. Effects time perception which leads to an increase in tardiness and absence. Decreases motivation.

Statistics In the United States, more than 39% of the population has tried this drug at least once. (www.rehab-international.org) In 1999, 222,000 individuals sought treatment for an addiction to marijuana. By 2004, this number rose to 300,000. (www.rehab-international.org) Among persons aged 12 or older, the rate of marijuana use and the number of users in 2009 (6.6 percent or 16.7 million) were higher than in 2008 (6.1 percent or 15.2 million) and in 2007 (5.8 percent or 14.4 million). (National Survey on Drug Use and Health)

The hazy truth…

Facts The addictive chemical in marijuana is THC. There are more than 400 chemicals in the natural plant, but it is this one chemical that is responsible for altering brain function. Marijuana can be smoked, vaporized, baked etc.

Physical Complications Increased risk of cancers (i.e. head, neck, lungs). Upper respiratory complications. Lowers testosterone levels. Lowers sperm count and quality. May effect the neurological development of a fetus.

Some things to look for: boom Pot Some things to look for: grass Loss of coordination and potential dizziness. Giggles or acts in a silly behavior for no reason. Hard time with short-term recall. Bloodshot eyes. Drug paraphernalia. Use of eye drops when not necessary. Greater use of air freshener. Obvious clothing or decorative advertisement of drugs. reefer herb Aunt Mary kif Skunk gangster ganja Mary Jane

Health Standards 1.) 4.1.A Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. Drama: Have students create skits in small groups in which they resist pressure to use alcohol, tobacco, and other drugs. Art: Have students create their own propaganda posters that advocate for people to resist pressure to use alcohol, tobacco, and other drugs and have them present them to the class 2.) 6.1.A: Predict how a drug-free lifestyle will support the achievement of short- and long-term goals. English: Have students write an essay on their personal goals and how staying drug free will help them to achieve those goals and/or how drugs in their lives have negatively impacted them (also covers standards 5.1 A). Math: Have students calculate statistics on how likely drug-free individuals and drug users are to achieve goals. They will do this based on a table of data that the teacher will provide on Marijuana use.

Resources Center for Substance Abuse Treatment (CSAT) 1-800-662-HELP Riverside County Substance Abuse Program 1-951-955-2105 Southwest Area of Narcotics Anonymous 1-951-652-5326

Sources http://rehab-international.org/marijuana-addiction/marijuana-addiction-statistics http://oas.samhsa.gov/NSDUH/2k9NSDUH/2k9ResultsP.pdf http://www.teendrugabuse.us/marijuana.html http://www.nida.nih.gov/marijbroch/marijteenstxt.html http://www.infoplease.com/ipa/A0883545.html http://www.drugabuse.gov/infofacts/marijuana.html http://cebp.aacrjournals.org/content/8/12/1071.short http://www.webmd.com/mental-health/marijuana-use-and-its-effects