Implementing
the Module
The six lessons in this module are designed to be
Students then discover that alcohol use spans a
taught in sequence for one to two weeks (as a sup-
continuum from no use, to use, to abuse, to alco-
plement to the standard curriculum). The follow-
holism, and that how an individual’s drinking is
ing pages offer general suggestions about using
categorized depends on a variety of factors includ-
these materials in the classroom; you will find
ing personal choice ( Alcohol Use, Abuse, and Alco-
specific suggestions in the procedures provided
holism). Students focus their understanding of
for each lesson.
how alcohol affects a person’s functioning by con-
sidering how drinking alcohol impairs cognitive
What Are the Goals of the Module?
and motor skills. The amount of alcohol, the pat-
Understanding Alcohol: Investigations into Biology
tern of drinking, and the individual’s gender and
and Behavior is designed to help students develop
body type influence how high the blood alcohol
the following major goals associated with scien-
concentration is and how long it takes for it to
tific literacy:
decrease ( Alcohol and Driving: When to Say No).
• to understand a set of basic scientific principles
Through consideration of how alcohol affects men-
related to the use and abuse of alcohol and its
tal and physical abilities, students begin to consider
effects on human health;
how alcohol could affect them if they choose to
• to experience the process of scientific inquiry
drink. Finally, students synthesize the information
and develop an enhanced understanding of the
they have learned to decide whether the use of alco-
nature and methods of science; and
hol should be restricted for all public activities and
• to recognize the role of science in society and
not just driving ( Using Alcohol: Setting Limits). The
the relationship between basic science and
tables on pages 8 and 9 illustrate the science con-
human health.
tent and conceptual flow of the six lessons.
What Are the Science Concepts and How
How Does the Module Correlate to the
Are They Connected?
National Science Education Standards?
We have organized the lessons to form a concep-
Understanding Alcohol: Investigations into Biology
tual whole that moves students from thinking
and Behavior supports teachers in their efforts to
about what they already know, or think they
reform science education in the spirit of the
know, about alcohol ( Alcohol: Separating Fact from
National Research Council’s 1996 National Sci-
Fiction), to investigating how much alcohol is in
ence Education Standards (NSES). The content of
different types of alcoholic beverages and how the
the module is explicitly standards based: Each
alcohol is distributed in the body ( A Drink Is a
time a standard is addressed in a lesson, an icon
Drink, but People Are Different). Students next use
appears in the margin and the applicable stan-
simulations to investigate how alcohol affects
dard is identified. The Content Stan-
movement of mice at different doses, at different
dards: Grades 5–8 chart on pages 6
times after consumption, and in different genetic
and 7 lists the specific content stan-
strains ( Responding to Alcohol: What’s Important? ).
dards that this module addresses.
5
Understanding Alcohol: Investigations into Biology and Behavior
Content Standards: Grades 5–8
Standard A: As a result of activities in grades 5–8, all
Correlation to Under-
students should develop
standing Alcohol:
Investigations into
Biology and Behavior
Abilities necessary to do scientific inquiry
• Identify questions and concepts that guide scientific investigations.
Lessons 1, 2, 3, 6
• Design and conduct a scientific investigation.
Lesson 3
• Use appropriate tools and techniques to gather, analyze, and interpret Lesson 3
data.
• Develop descriptions, explanations, predictions, and models using Lessons 1, 2, 3, 4, 5
evidence.
• Think critically and logically to make the relationships between Lessons 1, 2, 3, 5, 6
evidence and explanations.
• Recognize and analyze alternative explanations and predictions.
Lessons 1, 2, 3, 4, 6
• Communicate scientific procedures and explanations.
Lessons 1, 2, 3, 4, 5, 6
• Use mathematics in all aspects of scientific inquiry.
Lessons 2, 3, 4, 5
Understandings about scientific inquiry
• Different kinds of questions suggest different kinds of scientific investi-Lessons 2, 3, 4, 5
gations. Some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects; and some involve making models.
• Mathematics is important in all aspects of scientific inquiry.
Lessons 2, 3, 4, 5
Standard C: As a result of their activities in grades 5–8, all students should develop understanding of
Structure and function in living systems
• Living systems at all levels of organization demonstrate the comple-Lessons 2, 5
mentary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems.
• Specialized cells perform specialized functions in multicellular organisms.
Lessons 2, 5
Groups of specialized cells cooperate to form a tissue, such as muscle.
Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole.
• The human organism has systems for digestion, respiration, reproduc-Lessons 2, 3, 5
tion, circulation, excretion, movement, control, coordination, and protection from disease. These systems interact with one another.
6
• Disease is a breakdown in structures or functions of an organism.
Lessons 4, 6
Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection from other organisms.
Reproduction and heredity
• The characteristics of an organism can be described in terms of a Lessons 3, 4, 5, 6
combination of traits. Some are inherited and others result from interactions with the environment.
Regulation and behavior
• Behavior is one kind of response an organism can make to an internal Lessons 1, 3, 4, 5, 6
or environmental stimulus.
Standard F: As a result of their activities in grades 5–8, all students should develop understanding of
Personal health
• The potential for accidents and the existence of hazards impose the Lessons 1, 5, 6
need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal decisions.
• Alcohol and other drugs are often abused substances. Such drugs Lessons 1, 2, 3, 4, 5, 6
change how the body functions and can lead to addiction.
Risks and benefits
• Risk analysis considers the type of hazard and estimates the number Lessons 4, 5, 6
of people who might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks.
• Students should understand the risks associated with natural hazards Lessons 1, 4, 5, 6
(fires, floods, tornadoes, hurricanes, earthquakes, and volcanic erup-tions), chemical hazards (pollutants in air, water, soil, and food), biological hazards (pollen, viruses, bacteria, and parasites), social hazards (occupational safety and transportation), and personal hazards (smok-ing, dieting, and drinking).
• Important personal and social decisions are made based on percep-Lessons 4, 5, 6
tions of benefits and risks.
Standard G: As a result of activities in grades 5–8, all students should develop understanding of
Science as a human endeavor
• Science requires different abilities, depending on such factors as the Lessons 1, 2, 3, 6
field of study and type of inquiry. Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skills, and creativity, as well as on scientific habits of minds, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.
7
Implementing the Module
Understanding Alcohol: Investigations into Biology and Behavior
Teaching Standards
model the skills of scientific inquiry, as well as the
The suggested teaching strategies in all the lessons
curiosity, openness to new ideas and data, and
support teachers as they work to meet the teach-
skepticism that characterize science.
ing standards outlined in the National Science
Education Standards. The module helps teachers of
Assessment Standards
science plan an inquiry-based science program by
Teachers can engage in ongoing assessment of
providing short-term objectives for students. It
their teaching and of student learning using the
also includes planning tools such as the Concep-
variety of assessment components embedded
tual Flow of the Lessons chart and the Suggested
within the module’s structure. The assessment
Timeline for teaching the module. Teachers can
tasks are authentic: They are similar in form to
use this module to update their curriculum in
tasks in which students will engage in their lives
response to their students’ interest in this topic.
outside the classroom or in which scientists par-
The focus on active, collaborative, and inquiry-
ticipate. Annotations guide teachers to these
based learning in the lessons helps teachers sup-
opportunities for assessment and provide answers
port the development of student understanding
to questions that can help teachers analyze stu-
and nurture a community of science learners.
dent feedback.
The structure of the lessons in this module
How Does the 5E Instructional Model
enables teachers to guide and facilitate learning.
Promote Active, Collaborative, Inquiry-
All the activities encourage and support student
Based Learning?
inquiry, promote discourse among students, and
Because learning does not occur through a process
challenge students to accept and share responsi-
of passive absorption, the lessons in this module
bility for their learning. The use of the 5E Instruc-
promote active learning: Students are involved in
tional Model combined with active, collaborative
more than listening and reading. They are devel-
learning, allows teachers to respond effectively to
oping skills, analyzing and evaluating evidence,
the diversity of student backgrounds and learning
experiencing and discussing, and talking to their
styles. The module is fully annotated, with sug-
peers about their own understandings. Students
gestions for how teachers can encourage and
work collaboratively with others to solve problems
Science Content and the Lessons
Lesson
Science Content
Lesson 1
Distinguishing between observation and inference.
Lesson 2
Concentration and miscibility. Relating body type to an individual’s response to alcohol.
Lesson 3
Use of animal models. Effects of dose, time after ingestion, and genetic background on individual response to alcohol.
Lesson 4
Factors influencing alcohol use and abuse. Interactions of genetics and the environment.
Lesson 5
Calculation of blood alcohol concentrations (BACs). Effects of metabolism, gender, and body size and type.
Lesson 6
Relating BAC levels to impairments. Assessing risks and costs of alcohol use to the individual and to society.
8
Conceptual Flow of the Lessons
Lesson
Learning Focus
Major Concept
Lesson 1
Engage*: In this lesson, stu-
Students receive mixed messages about alco-
Alcohol:
dents express prior knowledge
hol use. They are warned of its dangers, yet it
Separating Fact
and become engaged in the
is portrayed as part of a desirable lifestyle in
from Fiction
study of alcohol, its use and
movies, media, and advertisements.
abuse, and alcoholism.
Lesson 2
Explore: In this lesson, students
The total amount of alcohol in a typical serv-
A Drink Is a Drink,
explore the alcohol content of
ing of beer, wine, or hard liquor is about the
but People Are
various types of alcoholic bever-
same. Alcohol distributes throughout the
Different
ages and how alcohol distrib-
water-containing portions of the body. The
utes in the human body. The
brain has a high water content, and alcohol
Explore phase gives students a
exerts many of its effects here.
common set of experiences
upon which to begin building
conceptual understanding.
Lesson 3
Explore/Explain: Students ana-
The greater the dose of alcohol, the greater
Responding to
lyze simulations of the effects of
the effect on behavior. Alcohol is metabolized
Alcohol: What’s
alcohol on mouse activity levels.
by the body. Its effects decrease with increas-
Important?
Students express their under-
ing time after consumption. Individuals within
standing of the simulations in
a population differ in their response to alcohol.
their own words and by using
Such differences are partly due to genetics.
graphs.
Lesson 4
Explain/Elaborate: Students con-
Alcohol use ranges along a continuum from
Alcohol Use,
tinue to investigate how and
abstinence to use, to abuse, to alcoholism.
Abuse, and
why humans use alcohol. They
Where an individual falls along this contin-
Alcoholism
broaden their conceptual under-
uum depends on genetic and environmental
standing and apply what they
factors. Personal choice plays a key role in an
have learned in a new context.
individual’s decision to use alcohol.
Explain/Elaborate: Students
Drinking alcohol impairs the functions of the
Lesson 5
refine their understanding of
mind and body. The extent of impairment
Alcohol and
how alcohol affects human
depends upon the amount of alcohol in the
Driving: When to
behavior and begin to consider
blood. This in turn depends upon many fac-
Say No
how alcohol could affect their
tors including the drinker’s body weight, gen-
own lives.
der, and amount and pattern of drinking.
Lesson 6
Elaborate/Evaluate: In this les-
The effects of drinking alcohol are dose
Using Alcohol:
son, students apply what they
dependent. People who drink and have
Setting Limits
have learned in previous les-
blood alcohol concentrations below the legal
sons to a new situation to
limit for driving may still be impaired. Public
demonstrate their understand-
policies aimed at alcohol must balance many
ing of concepts.
factors.
*See How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?, on page 8.
9
Implementing the Module
Understanding Alcohol: Investigations into Biology and Behavior and plan investigations. Many students find they
The Engage lesson in this module, Lesson 1, Alco-
learn better when they work with others in a col-
hol: Separating Fact from Fiction, is designed to
laborative environment than when they work
• pique students’ curiosity and generate interest,
alone in a competitive environment. When all this
• determine students’ current understanding
active, collaborative learning is directed toward
about alcohol and its use,
inquiry science, students succeed in making their
• invite students to raise their own questions
own discoveries. They ask questions, observe,
about alcohol use and its effects on human
analyze, explain, draw conclusions, and ask new
health,
questions. These inquiry experiences include both
• encourage students to compare their ideas with
those that involve students in direct experimenta-
the ideas of others, and
tion and those in which students develop expla-
• enable teachers to assess what students do or do
nations through critical and logical thinking.
not understand about the stated outcomes of the
lesson.
This view of students as active thinkers who con-
struct their own understanding out of interactions
Explore
with phenomena, the environment, and other
In the Explore phase of the module, parts of Les-
individuals is based on the theory of construc-
son 2, A Drink Is a Drink, but People Are Different,
tivism. A constructivist view of learning recog-
and Lesson 3, Responding to Alcohol: What’s
nizes that students need time to
Important? , students explore what an alcoholic
• express their current thinking;
drink really is, where alcohol goes in the body,
• interact with objects, organisms, substances,
and how it affects the activity level of mice.
and equipment to develop a range of experi-
These lessons provide a common set of experi-
ences on which to base their thinking;
ences within which students can compare what
• reflect on their thinking by writing and express-
they think about what they are observing and
ing themselves and comparing what they think
experiencing.
with what others think; and
• make connections between their learning expe-
During the Explore lessons in this module, Lesson
riences and the real world.
2, A Drink Is a Drink, but People Are Different, and
This module provides a built-in structure for cre-
Lesson 3, Responding to Alcohol: What’s Impor-
ating a constructivist classroom: the 5E Instruc-
tant? , students
tional Model. This model sequences the learning
• interact with materials, ideas, classroom demon-
experiences so that students have the opportunity
strations, and simulations;
to construct their understanding of a concept over
time. The model takes students through five
• consider different ways to solve a problem or
phases of learning that are easily described using
answer a question;
five words that begin with the letter “E”: Engage,
• acquire a common set of experiences with their
Explore, Explain, Elaborate, and Evaluate. The
classmates so they can compare results and
following paragraphs illustrate how the 5Es are
ideas;
implemented across the lessons in this module.
• observe, describe, record, compare, and share
their ideas and experiences; and
Engage
• express their developing understanding of the
Students come to learning situations with prior
effects of alcohol on behavior using graphs and
knowledge. This knowledge may or may not be
by answering questions.
congruent with the concepts presented in this
module. The Engage lesson provides the opportu-
Explain
nity for teachers to find out what students already
The Explain lesson provides opportunities for
know or what they think they know about the
students to connect their previous experiences
topic and concepts to be developed.
and begin to make conceptual sense of the main
10
ideas of the module. This stage also allows for
far they have come from where they began. In
the introduction of formal language, scientific
reality, the evaluation of students’ conceptual
terms, and information that might make stu-
understanding and ability to use skills begins with
dents’ previous experiences easier to describe
the Engage lesson and continues throughout each
and explain.
stage of the model. Combined with the students’
written work and performance of tasks through-
In the Explain lessons in this module, Lesson 3,
out the module, however, the Evaluate lesson can
Responding to Alcohol: What’s Important? , and Les-
serve as a summative assessment of what students
son 4, Alcohol Use, Abuse, and Alcoholism, students
know and can do.
• explain concepts and ideas about the mouse
simulations and the dice modeling activity in
The Evaluate lesson in this module, Lesson 6,
their own words;
Using Alcohol: Setting Limits, provides an opportu-
• listen to and compare others’ explanations of