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100% Me - Part 3Adapting-To-The-World

  • Subject: Physical Health
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  • Grade(s): 6-8
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Lesson Plan Sections

Introduction


Welcome to Steriods and Supplements: The Truth About Performance-Enhancing Substances, the third lesson in the Classroom Edition of 100% Me.

As we know, through sport, the characteristics of honesty, respect, selfless teamwork, dedication and commitment to a greater cause can be revealed. Sport lessons (good and bad) transcend the playing field, spilling over into the classroom, business and community, and contribute to shaping the character and culture of America’s citizens creating “True Sports for Life.”

A “True Sport for Life” may mean different things to different people. For example, it may include being a good sport, working hard and doing your best, and knowing that you are competing to the best of your natural abilities. It also means respecting yourself, your teammates, your opponent, and your sport.

This curriculum is designed to equip your students with the knowledge to make healthy choices in a variety of situations, help prevent the abuse of steroids and dietary supplements, and provide natural alternatives that leverage innate qualities. Your students will gain:
  • Skills for responsible and healthy decision-making
  • Healthy alternatives to performance-enhancing drug use
  • Skills for smart consumerism regarding dietary supplements and energy drinks
  • Heredity and body type knowledge
  • Tools for making balanced food choices
The 100% Me curriculum is easily adaptable to a variety of settings, including classrooms of various subject areas, integrated teaching, and even nontraditional classrooms like weight rooms and locker rooms. As a facilitator, be sure to utilize the online components to complement the 100% Me program:
  • usadakids.org: An interactive website for students with further information and activities.
  • USADA.org/education-tools: A resource for facilitators that includes:
    • Pre- and Post-Assessment Tests for each chapter of the 100% Me program
    • Student Enrichment Activities to enhance the students experience with the learning material
    • Other resources, publications and websites on nutrition, ethics, supplements and more.

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Overview


Since competition began, the desire for a miracle substance capable of transforming the weakest contender into a muscular undefeated champion has existed. As time evolved, so have the methods of performance-enhancement. Today, some young athletes may view anabolic steroids as the magic potion. Students need to know there are no shortcuts to success. Many athletic records are achieved by competitors every year without relying on steroids or other drugs.

Millions of Americans use vitamins, minerals, and other dietary supplements. Dietary supplements are some of the hottest selling items on the market today. With all the business they generate, people should ask questions about dietary supplement use: Can the claims of supplement companies be trusted? Are dietary supplements safe? Are these products approved by the Food and Drug Administration (FDA)?

In this section, students will be exposed to the side-effects of the abuse of steroids, while also learning about the need for caution when considering the use of dietary supplements and energy drinks.

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Designated Content Area


Health: Alcohol, Tobacco, and Other Drugs

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Learner Objectives/Outcomes


Upon completion of Chapter 3: Steroids and Supplements: The Truth about Performance-Enhancing Substances, the student will be able to:
  • Explain and provide examples of the term “performance-enhancing substances.”
  • Describe the physical and psychological effects of steroid use for males and females.
  • Examine the function of testosterone in the body and the amount of testosterone needed to add muscle.
  • Identify the legal and economic impact of steroid use.
  • Explain and provide examples of dietary supplements that are used to improve physical performance.
  • Interpret the importance of the Food and Drug Administration and their role in the regulation of supplements and energy drinks.
  • Compare and contrast the contents and the effect that fluid replacement and energy drinks have on the body.
  • Discuss the negative physical effects that energy drink consumption has on the body.
  • Describe the terminology used in dietary supplement advertising that consumers need to be aware of before they purchase or use a product.
  • Apply the guidelines that consumers should follow when considering purchasing or using performance-enhancing substances that are available in retail stores, on the internet, or through a sales person.
  • Apply the health content in the chapter to the concept of being a “True Sport for Life.”

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Alignment with National Education and State Education Standards


NASPE:
  • Standard 2: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
AAHE:
  • Competency 1.2.1. Identify sources of data related to health
  • Competency 1.2.2. Critique sources of health information using theory and evidence from the literature
  • Competency 1.2.3. Select valid sources of information about health
  • Competency 1.4.1. Identify factors that influence health behaviors
  • Competency 1.4.2. Analyze factors that influence health behaviors
  • Competency 1.4.3. Identify factors that enhance or compromise health
  • Competency 1.4.4. Analyze factors that enhance or compromise health
NHES:
  • Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • Standard 2: Students will analyze the influence of family, peer, culture, media, technology, and other factors on health behaviors.
  • Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.
STATE:
  • Refer to individual state education standards

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Instructor Preparation


As the facilitator, you will lead the discussion and guide the group through the activities identified in the lesson outline. You are not expected to be the “expert.” Your role is to be responsible for encouraging an open, sharing atmosphere.

Before the group meets:
1. Read the lesson outline and familiarize yourself with the content in both the Facilitator’s Guide and the Student Workbook.

2. Download and make copies of the “Steroids & Supplements: The Truth About Performance-Enhancing Substance Pre- and Post-Test Assessments which can be downloaded at USADA.org/education-tools.

3. Choose extension activities to enhance the student’s experience. These can be found at USADA.org/education-tools.

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Materials

  • 100% Me Student Workbooks: Chapter 3, pages 15-21 (one for each student)
  • 100% Me Facilitator's Guide: one guide for the facilitator
  • Scratch paper, tape, and pencils
  • Computer, projector, and screen (if available)
  • Cans and packages of energy and fluid replacement beverages
  • Supplement Ad examples from magazines or websites

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Lesson Outline


1. Review the Six Pillars of Character® from CHARACTER COUNTS!® in Chapter 1 of the 100% Me Student Workbook as they relate to becoming a “True Sport for Life.”
  • Include the components of the mental and physical game from Chapter 2 of the 100% Me Student Workbook as they relate to the “True Sport for Life” concept.
2. Have the students complete the “Steroids & Supplements: The Truth About Performance-Enhancing Substance” Pre Test Assessment.

3. Ask students to turn to page 15 of their workbook to look at the content of the chapter.

4. Explain the concept of shortcuts and cheaters to the students.
  • Shortcuts usually end up hurting in the long-run. For example, if a student cheats on a homework assignment, what happens when the test comes and they need to know the material?
  • There is no substitute for natural hard work. Cheaters never get to find out how far they would have made it on their own.
5. Read the section, “What are steroids?” Ask the students the following questions:
  • How much testosterone does your body produce?
    • As much as your body needs.
  • How much artificial testosterone would it take for the body to add more muscle?
    • A 1,000-1,500% increase from normal levels.
6. Review the list of steroid side effects with students, highlighting that any muscle gained is not worth the damage to the body.
  • Steroids are dangerous and cause many severe side effects.
  • If young people take steroids, they may get big quickly.
  • However, young people may never reach their full growth potential because steroids may stunt the body’s natural ability to grow.
  • Steroids may also prevent the body from naturally growing muscle by itself.
  • Steroids can be expensive.
  • Steroids are illegal.
7. For graphic animations of side of effects of the abuse of steroids visit thatsdope.org/play. Click on a substance (e.g. Steroids) and then click on a part of the skeleton and some of the side effects have animations with voice over that tells you what is happening in the body when one abuses the use of steroids or stimulants.

8. Emphasize that the body is an amazing machine. Given training, nutrition, and sleep/recovery, it will grow muscle in a safe and natural way.

9. Explain the “My Turn” activity on page 16 of the workbook focusing on steroids and the pressure youths face to use these illegal substances. Emphasize decision-making skills and the qualities needed for the students to become a True Sport for Life. Have students share their responses with the class.

10. Bridge to the Dietary Supplement section of the workbook and ask:
  • What is a dietary supplement? [Have students write their guesses in the space provided on page 17 of the workbook.]
    • Dietary supplements are non-food forms of nutrients.
  • What are some examples of dietary supplements?
    • Vitamins, minerals, herbs, amino acids, protein powders, energy products, and more.
11. Explain the laws that surround supplement sales. According to the law:
  • Companies that sell dietary supplements do not have to prove that their products work or are effective.
  • Current regulation does not effectively guarantee the safety of supplements for human consumption.
  • Also, there may be ingredients in the bottle not listed on the label; there also may be ingredients listed on the label that are not in the bottle. Sometimes this is done intentionally or it could be due to accidental contamination.
12. Have students read the section “Take a Closer Look” on fluid replacement drinks vs. stimulant drinks (“energy drinks”). Then, discuss the following:
  • What are the side effects of consuming stimulant drinks?
13. Give students empty cans of energy drinks and fluid replacement drinks. Ask students to read the ingredients and the label promoting the beverage. Have students think about the misleading advertising that is persuasive to children and young adults.

14. Explain the term “Pro-hormone” to students. These substances are precursors to hormones more specifically precursors to testosterone and cause side effects similar to steroids when introduced in the body. However, they are advertised as a safe alternative to steroids by manufacturers.

15. Have students investigate dietary supplement advertising:
  • Why would companies target youth in their advertising?
    • Youth have many years of purchasing ahead of them. Additionally, youth are very impressionable and are usually less aware of any possible health risks associated with the product.
  • Why do companies advertise their products?
    • The primary reason any company advertises is to sell more of its product. As consumers, share with students that their job is to:
      • Examine an ad;
      • Decide what the ad says to convince the buyer to purchase the product;
      • Decide what the facts are; and
      • Make their decision based on the facts.
16. Ask students to go to the “My Turn” activity on page 20 focusing on dietary supplement advertising. Review the guidelines for evaluating manufacturer’s advertising with the students.
  • Provide examples of dietary supplement products and advertisements for the students to analyze.
  • Discuss students’ answers.

17. Describe the “USADA Salutes” section of the workbook on page 19 and the role that athlete plays in being a True Sport for Life.”
18. Ask students to turn to the “Thinking it Through” on page 21 of their workbook.
  • Review the components of being a “True Sport for Life,” and ask them to think how abstaining from steroids, energy drinks, and dietary supplements can help them achieve this goal.
  • Have students list their responses in each of the areas of their lives.
19. Refer to the websites listed in the workbook on page 21. Show the websites and their interactive capabilities of the websites with the students using the technology equipment in the classroom/gym.

20. Show the students the USADA’s clean sport campaign at USADA.org/ICompeteClean. This campaign shares what drives and compels true heroes to train day after day, year after year, putting in all the hard and often painful work necessary for sport success. What motivates them to remain true to the call of clean sport, even when shortcuts exist? Watch videos from top Olympians and Paralympians, while teaching your students about ethics in sport in a fun and dynamic way. You can even have your students show their support for clean sport and fair play by taking the “I Compete Clean because...” pledge.

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Review and Wrap Up


Review the primary components of the chapter:
  • The products that are included in “Performance-Enhancing Substances”
  • The physical and psychological effects of steroids, pro-hormones, energy drinks, and dietary supplements
  • The professional and personal consequences associated with illegal steroid use
  • The way that students can apply the content of the chapter to become a “True Sport for Life”
     
Evaluation
Have students complete the Chapter 3 “Steroids and Supplements: The Truth about Performance-Enhancing Substances” post-assessment and score. Compare each to the student’s pre-test to determine which items need to be reviewed and modified for future classes. Post-assessments can be found at usada.org/education-tools.


Word(s) of the Day
  • PRO-HORMONES: Man-made hormones that copy natural or anabolic hormones used to build complex molecules to enhance muscle growth
  • STEROIDS: A group of man-made hormones that promote the storage of protein and the growth of tissue to increase muscle size and strength
  • TESTOSTERONE: The most active anabolic hormone in the human body that affects the development of muscle mass

Multicultural Infusion Strategies
  • Discuss the regulation and availability of prescription drugs in different countries and their ease of accessibility through the internet or by traveling to the country. These countries include Mexico, Peru, Canada, and China.
  • Integrate the language specific terms for steroids, pro-hormones, energy drinks, fluid replacement drinks, and dietary supplements into the class for the entire student population to hear and understand.

Website References
Curriculum Infusion of Additional Subjects
  • Science/Biology: Students can investigate the physiological effect that steroids and pro-hormones have on the body and share their findings through a poster presentation with their class.
  • Language Arts/Speech: Students can conduct a group debate arguing the ethical considerations involved with steroid use among collegiate and professional athletes and the consequences that may arise when they perjure themselves within the legal system.
  • Arts: Students create a supplement label that would entice people to buy their product. Then, use the evaluation tools found in the student workbook to evaluate the product.

Student Enrichment Activities
Student Enrichment Activities can be found at usada.org/education-tools.

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Links


100% Me Student Workbook: Download the complete corresponding student workbook..

100% Me: Part 1—Decision Making: Why My Choices Matter
: In this first 100% Me lesson, 6th-8th grade students will gain skills for responsible and healthy decision-making.

100% Me: Part 2—Athletics: Improving Your Athletic Performance: In this second 100% Me lesson, 6th-8th grade students will learn about healthy alternatives to performance-enhancing drug use.

100% Me: Part 4—Our Unique Qualities: Genes, Traits and Body Types
: In this fourth 100% Me lesson, 6th-8th grade students will investigate heredity and gain body type knowledge.

100% Me: Part 5—Nutrition: Putting My Plate into The Picture
: In this fifth 100% Me lesson, 6th-8th grade students will learn about tools for making balanced food choices.

Facilitator’s Curriculum Evaluation: Your feedback is greatly appreciated to ensuring our programs are changing behaviors and attitudes while increasing students’ knowledge on these important topics.

That's Dope: Part 1—The Edge: Investigating Healthy Performance Strategies
: In this first That's Dope lesson, 9th-12th grade students will look at healthy alternatives to performance-enhancing drugs and effective ways to naturally improve athletic performance without using steroids.

That's Dope: Part 2—Over the Counter: Evaluating Dietary Supplements: In this second That's Dope lesson, 9th-12th grade students will examine dietary supplement manufacturing issues, including the potential for contamination, possible health effects and advertising.

USADA True Sport Awards Program: Teachers, districts and students can enter to win a True Sport Award for their middle or high school program.

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