Lesson Plan 6 - Strand 3: Individual and community health (Stage 5)

Rationale:
The aim of this learning task is to further develop student’s knowledge and understanding in skills and attitudes that support safe raod behaviour. The purpose of these activities is to create an environment where students are able to make critical decisions and plan strategies that will help reduce risk and minimise harm and increase hazard perception, road sharing and tolerance if they find themselves or others in similar situations. The students are prepared and are able act accordingly when confronted with these situations. They have also developed life skills such as decision making, planning and problem solving.

Outcomes 5.6:
A student analyses attitudes, behaviours and consequencesrelated to health issues affecting young people.

Students learn about
Road safety:
- skills and attitudes that support safe road behaviour, eg; hazard perception, road sharing and tolerance.

Students learn to:
-use simulation software to make health decisions ad solve problems relevant to young people, e.g determining strategies that promtoe safe road use.

Learning experiences:

Students will work in pairs at a computer station and will each have access to the rta website and to the practice tests that students will be participating in order to complete their driver qualifications. Each student will complete the green p plate driver simulated computer test.In pairs they will analyse each of the situaitons they have been presented with and discuss all the possible options and which was the safest possible solution and why. Students will than answer the following questions to further understanding.

Higher Order Thinking Questions:
1. What factors influenced poor decision making and why?

2. What strategies did specific groups use to minimise the risk in their situations and why?

3. Should society do more in trying to reduce the amount of negligent driving by younger people, why and how?

4. Why do people, young people especially tend to put themselves in higher risk taking situations?

Stimulus:
RTA computer drivers qualificiation tests.

Lesson Plan 5: HSC – Option 1: The Health of young people (Stage 6)

Rationale:
The aim of this learning task is to further develop student’s knowledge and understanding in areas of drug use, especially illicit drug use and binge drinking. These topic areas are providing students with opportunity to develop higher understanding in areas of drug use that they can specifically relate to at this stage in their lives. This is why a schoolies example has been chosen, to engage, alert and inform students about what drugs are now readily available in society and especially at party’s and dance clubs, which the majority of year 12 students are able to attend. These activities create awareness and understanding around the drug and the affects they have on society and on specific individuals and provide opportunity for students to make informed decisions when presented with situations.

Outcomes:
Do Australia’s young people enjoy good health

Students learn about
Substance abuse
1. Other drugs
2. Binge drinking

Students learn to:
Analyse substance abuse in terms of:
· nature
· extent
· risk groups
· social factors

Learning experiences:
Students will watch 1 small YouTube video of a news report from schoolies week reporting the events including safe management strategies that take place on the schoolies week in the Gold coast and exerts from the movie Blurr, based around schoolies week on the Gold Coast.

The students will than form small groups of either 3-4 and will talk about the possible affects illicit drug use has on society. The students will talk about the situations in which they have been present and drugs are available or what situations and environments are the best if you are going to use drugs. Also using the following questions to guide learning.

Higher Order Thinking Questions:
1. What factors influence a person into taking or not taking drugs?

2. How are drugs perceived in society and should there be more done in advertising and campaigning to create more awareness.

3. Which population groups are more at risk of illegal drug use?

4. What strategies could be used to reduce drug abuse in younger people, and why?


Stimulus:
Show schoolies youtube news report:
http://au.youtube.com/watch?v=Sq7zYWKZKG0

Blurred - The movie - An australian movie about schoolies on the gold coast, rated M.

Lesson Plan 4- Strand 3: Individual and community health (Stage 4)

Rationale:
The aim of this learning task is to further develop student’s knowledge and understanding in areas of drug use, especially tobacco, alcohol and cannabis. Through using small expert group activities students are able to learn and bounce of each others ideas, they are also able to develop skills in cooperation, interaction and decision making which are all essential life skills. The debate allows for deeper understanding by presenting different perspectives around the topic areas and the discussion questions provide structure for learning around key areas and ideas.

Outcomes
4.6 – A student describes the nature of health and analyses how health issues may impact on young people


Students learn about
Drug Use:
Classification
Reactions
Influences
Short and long term effects
Prevalence
Consequences

Students learn to:
Describe the short and long term effects of:

- Tobacco

- Alcohol

- Cannabis

Learning experiences

Students will be split into small groups of 4 or 5 (6 groups all up).

(2 groups alcohol)
(2 groups Tobacco)
(2 groups Cannabis)

Each group will be given fact sheets of one of the drugs (Tobacco x2, Alcohol x2, Cannabis x2). Using expert groups each student will read a section of the card. As a small group they will than discuss the short and long term effects of the drug.

The teacher will than nominate a positive and a negative group. The 2 groups will than debate for their side whether their nominated drug has positive or negative impacts on society using the fact sheets information and the questions below to guide learning.

Higher Order Thinking Questions:
1. What factors influence whether or not a person will use drugs? And why?

2. Analyse the impact on society if there were no laws about the amount of consumption of these specific drugs? I.e. if there was no law against serving people who are too intoxicated.

3. Would you allow cannabis to be legalised for medicinal purposes only in all of Australia. Why or why not?


Stimulus:
Reading material - Fact Cards, used from dug information kit -
Drug Information. (1992). Centre for Education & Information on Drugs and Alcohol.

Lesson Plan 3 - Strand 3: Individual and community health (Stage 5)

Rationale lesson 3:
The aim of this learning task is to further develop students understanding and especially awareness around how to use different strategies to minimise harm in specific situations. Through using the poem “I went to a party mum” students are able to relate to this topic on a more personal level and are more engaged in the content. The article allows students to apply their knowledge and understanding to this situation because it relates to their own lives. The questions again are developed to generate conversation and discussion among students to further develop their understanding and awareness around harm minimisation and at party’s in particularly.

Outcomes
A student identifies the consequences of risk behaviours and describes strategies to minimise harm.

Students learn about
Strategies to minimise harm:
-acquiring knowledge
-safe attitudes
-developing personal skills
-safe and supportive environments
-recognising, assessing and responding to risk situations

Students learn to:
Describe strategies to minimise harm in the following real life situations:
-at a party

Learning experiences:
Poem analysis - I went to a party mum;
Students each read the whole poem and than firstly split into small groups and discuss the situation and clarify what has happen.

The students will than each write down one strategy that they think may have prevented this from happening.

The groups will than split with another and discuss their strategies and which would be most effective and why. A class discussion will summarise understandings with the following questions.

Higher order thinking Questions:
1. What factors influenced the first girl not to drink, and what factors may have influenced the other boy to drink and drive?

2. Which strategies would be most effective in tyring to prevent this accident from occurring and why?

3. What are the positive and negative consequences from this behaviour?

Resources
Butchers paper
Pens (group ides)

Stimulus:
Poem – I went to a party mum

http://www.poemhunter.com/poem/i-went-to-a-party-mom/

Lesson Plan 2 - Strand 3: Individual and Community Health (Stage 5):

Rationale:
The aim of this learning task is to further develop students understanding and especially awareness around sexual health and sexually transmitted diseases more specifically. Through using an internet lesson the students were able to use their acquired skills and knowledge from other areas and apply to this activity. The students were able to work at the own level and acquire knowledge that was appropriate to their level of understanding. The questions were than intended to develop class discussion as to further acquiring knowledge from other students that they may or may not have already learnt. Students became more aware of preventative methods, sign and symptoms and are well informed of what factors may influence STI's more than others. At the same time students are furthering their development in computer and life skills.

Outcomes - 4.6:
A student describes the nature of health and analyses how health issues may impact on young people.

Students learn about:
Sexual Health:
-sexually transmitted infections, blood-borne viruses and HIV/Aids.

Students learn to:
Indentify behaviours that assist in prevention and explore the interrelationship with drug use.

Learning experience:
Students will work in pairs and each will research one of the following STI’s. Once they have researched their information each pair will create a timeline that is reflective of their own goals and aspirations over the next 20 years and outline how their decisions and choices would be affected if they were infected by their given STI.

• Chlamydia
• Human Immunodeficiency Virus (HIV)
• Genital warts - also called Human Papilloma Virus (HPV)
• Genital herpes •
• Hepatitis B
• Gonorrohea (the clap)
• Pubic lice
• Syphilis
  

Students will also research through the reach out website and indentify the forms of contraception and behaviours that will assist in preventing STI transmission and discuss the forms of contraception that are most affective for STI prevention. As a class students will discuss the following questions to further understanding and higher order thinking.

Higher order thinking questions:
1. In what situations do you think STI's are more likely to be transmitted and why?
· Between married couples
· One night stand
· Having sexual intercourse under the influence of alcohol or drugs.

2. What are the factors that may influence the transmission of STI more than others and why?
· Such as drugs, alcohol and social surrounding

3. What forms of advertising are most affective and why?

Resources:
Computer lab

Stimulus:
Internet website - Reachout.com.au

Lesson Plan 1: HSC – Option 1: The Health of young people (Stage 6):

Rationale:
The aim of this learning task is to further develop students understanding and especially awareness around mental health and suicide more specifically. Through using the recent articles on Mark Priestly the issue of suicide becomes real and applicable to the students and was intended to enforce and alert the individuals of the fact the suicide is out there and it can happen to anyone. The associated questions are designed to engage the students in substantive conversation and hence reach into higher order thinking and learning, which demonstrate a level of their knowledge and understanding around mental health and suicide. Small group work also allows for more conversation and creates a comfortable learning environment for students.

Outcomes:
Do Australia’s Young people enjoy good health

Students learn about:
Stress and Coping:
-Suicide

Students learn to:
Critically analyse a health promotion program designed to promote the health of young people.

Learning experiences:
Students will, in expert groups, critically analyse 2 news reports and 1 news video report on the death of Mark Priestly. Students will work in small groups to discuss how suicide is represented in these two articles and the video, if represented at all. The following questions can be used as a guide to facilitate learning and develop deeper understanding.

Higher order thinking Questions:
1. Why do you think suicide is represented or not represented in society?

2. How do young people in society view suicide and self harm acts?

3. What is an appropriate strategy for creating more awareness in communities and among young Australians?

Students will than mind map as a class programs and health promotions that they are aware of in their local communities and areas, and use small groups to create a short TV ad that will create more awareness and education around teenage suicide and self harm in society.

Resources:
Butcher paper
Pens (group work)
Video recorder

Stimulus:
2 news reports from mark priestly death.
http://www.news.com.au/story/0,23599,24254098-421,00.html

http://www.news.com.au/heraldsun/story/0,21985,24254119-2902,00.html

A News video report of Mark Priestly death:
http://video.msn.com/?mkt=en-au&brand=ninemsn&playlist=videoByUuids:uuids:7026b832-d195-4417-9057-736f561bccf5&showPlaylist=true&from=articleinline&fg=news^entertainment^622095