• No results found

Stage 4 - smoking

N/A
N/A
Protected

Academic year: 2020

Share "Stage 4 - smoking"

Copied!
7
0
0

Loading.... (view fulltext now)

Full text

(1)

Unit Title: Up In Smoke Stage 4 Year 7 Unit Length: 4 lessons (75 minutes)

Unit Description

In this unit students learn about what drugs are and how to classify them. The focus then shifts specifically to tobacco and cannabis and the short term and long-term effects of these drugs, including financial and legal consequences. The aim is to build knowledge and understanding of reasons people use tobacco and cannabis and explore what determinants impact on drug use. Throughout the unit students will have opportunities to cooperate and communicate with one another to solve problems interdependently. Skills to advocate against smoking will be

identified and students will be provided with the behavioural skills that will help them to minimise the harm associated with tobacco use.

Knowledge and Understanding Outcomes

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

Skills Outcomes

4.11 Communicating: selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations

4.12 Decision Making: assesses risk and social influences and reflects on personal experience to make informed decisions

4.13 Interacting: demonstrates cooperation and support of others in social, recreational and other group contexts

Students Learn about:

Drug use

• the classification of drugs, eg stimulants, depressants, hallucinogens

• reasons people use and do not use drugs • influences on drug use

• short-term and long-term effects of drugs on health and wellbeing

• prevalence and patterns of adolescent drug use • legal and economic consequences

• effects of other people’s drug use

Students Learn to:

• describe the short-term and long-term effects of:

o tobacco o cannabis

• analyse influences and reasons why people choose to use or not use drugs

• explore the relationship between the person, the drug and the environment in determining the impact of drug use

Content

Lesson One:

Students are introduced to the topic and learn what drugs are and how to classify them. Informal assessment of prior knowledge of smoking through a class quiz in the form of a ‘heads & tails’ game. Literacy aspects incorporated when examining written information of what tobacco and cannabis are through comprehension and correction of spelling, grammar and punctuation errors.

Lesson Two:

Worldwide smoking advertisements viewed and analysed. Students then explore the influences of smoking and reasons people use and do not use drugs. Student’s level and ability of current literacy skills can be observed by teacher during the ‘Concentric Circles’ activity.

Lesson Three:

Short and long term effects of tobacco and cannabis are discovered through group research, collaboration and presentation of ideas. Students use computers to create a table that they will record their answers in and they use their skills of researching to become experts in the topic they are given. Students learn about which websites are reliable for information and which websites should be avoided and why.

Lesson Four:

ICT internet activity where students work their way through an activity sheet that corrolates with learning games and information on the oxygen.org website. Teacher informally assesses student knowledge and understanding based on their work sheet results and answers to discussion questions. To conclude and sum up the topic, students look at benefits of quitting and helping others quit. Extra information sourced from the same website and literacy skills utilised to present their information and thoughts in a conversational dialogue scenario.

Resources

Interactive whiteboard, whiteboard/chalkboard, ‘What is a Drug?’ w/s, ‘Classification of Drugs’ w/s, ‘What is Smoking?’ Quiz sheet and Answer sheet, ‘What is Tobacco/What is Cannabis?’ w/s, Internet access, student’s own device, teacher’s notes on ‘Why young people take up smoking’ w/s, butcher’s paper x4, ‘Dependence’ w/s, ‘Oxygen activity’ w/s with teacher’s answer sheet.

Risk Management Areas

(2)

Cross Curricular

ICT:

- Research of short/long term effects and creation of a table in word processor to record answers (lesson three).

- Internet research activity using scholarly websites to gain information on legal and economic consequences of smoking and tobacco use (lesson three).

- Students work through a website and complete its games and activities (lesson four). Literacy:

- Activity to identify spelling, grammar and punctuation errors throughout the ‘What is Tobacco/Cannabis’ worksheet (lesson one).

- Articulating ideas and expressing opinions in ‘Concentric Circles’ activity (lesson two). - Extracting and organising information in ‘Short and Long Term Effects’ activity (lesson three). - Dialogue/conversation writing about helping others quit and the benefits of quitting. Using HPE terminology to express ideas in written form (lesson four).

Numeracy:

- Addition and division considering the economic influences of smoking (lesson four).

Assessment Opportunities

Lesson One: Informal assessment of prior knowledge in the ‘What do you know about smoking?’ quiz

Lesson Two: Informal assessment of literacy skills and student’s developing knowledge on tobacco in the ‘Concentric Circles’ activity. Give students feedback on the answers they provided in the Concentric Circles activity.

Lesson Three: Provide feedback to students on the information they found, if they were able to cover all the important information and their level of productivity when working in a group.

Lesson Four: Teacher informally assesses student’s knowledge and understanding based on their results in the oxygen.org activity and their answers to discussion questions. Communicate overall progress to students and if they struggled to grasp any concepts consider giving them a take-home activity to complete to further their learning.

Summative Assessment: Creation of an anti-smoking comic to advocate against smoking. See attached appendix for task and marking criteria.

Strand: Individual and Community Health Lesson number: 1

Students Will Learn About:

• the classification of drugs, eg stimulants, depressants, hallucinogens • effects of other people’s drug use

Students Will Learn to:

• explore the relationship between the person, the drug and the environment in determining the impact of drug use

Teaching and Learning Sequence Key Teaching Points and Strategies Resources

Intro: (15mins)

For the next 5 weeks we are going to learn about drugs, focusing on smoking and cannabis. Hand out activity worksheet.

Classification of Drugs: (15mins) - Stimulants

- Depressants - Hallucinogens

Write the 3 names up on board and see if students can give definitions or examples.

Students complete their sheet. Discuss answers as a class.

Brainstorm ‘drugs’ as a class. Write student answers on whiteboard and have them copy them onto their sheet.

Directed Instruction – Provide students with the WHO definition for them to fill out their w/s.

“A drug is any substance which, when taken into the body, changes the way the mind and/or body works”

Examples:

S – caffeine, nicotine, cocaine, speed, ecstasy D – alcohol, pain killers, heroin, cannabis/marijuana H – marijuana/cannabis, magic mushrooms, crystal meth

Whiteboard

‘What is a Drug?’ activity sheet

Whiteboard

(3)

Quiz: (15mins)

“What do you know about smoking quiz”

Played as a heads and tails game with the students. If they think the answer is true = hands on heads, if they think the answer is false = hands on tails.

Passive Smoking (15mins) Who can tell me what it is?

Has anyone heard of the “Smoke free environment Act” – now illegal to smoke within 10 meters of the entrance to a public place - $400 fine.

Discuss then copy points off board into books.

What is Tobacco …What is Cannabis?: (15mins) Students are to read through the information and correct the spelling, grammar and punctuation errors with in the text.

Students stand up around the room (or behind their desk depending on classroom layout)

INFORMAL TEACHER ASSESSMENT – take note of which answers were commonly answered correct/incorrect.

There are 3 types of smoke produced from cigarettes:

1. Mainstream smoke – this is the smoke breathed in by the person who smokes

2. Exhaled mainstream smoke – this is mainstream smoke exhaled by someone who smokes

3. Side stream smoke – this is the smoke that burns from the end of the cigarette. Because it burns at a lower temperature, it has more chemicals then mainstream smoke

When other people breathe in EMS and SS it is called PS. PS contains many chemicals that are toxic substances and may cause cancer.

Tobacco sheet = 10 errors Cannabis sheet = 5 errors

‘What is smoking quiz’ sheet and teacher answer sheet

Whiteboard

(4)

Strand: Individual and Community Health Lesson number: 2

Students Will Learn About:

• short-term and long-term effects of drugs on health and wellbeing • prevalence and patterns of adolescent drug use

• effects of other people’s drug use • reasons people use and do not use drugs • influences on drug use

Students Will Learn to:

• analyse influences and reasons why people choose to use or not use drugs

• explore the relationship between the person, the drug and the environment in determining the impact of drug use

Risk Management:

Some clips shown might be quite graphic for some students. Warn students about this and allow them to leave the room or close their eyes whilst watching if they feel the need to. Speak to these students after class and ensure they are okay.

Teaching and Learning Sequence Key Teaching Points and Strategies Resources

Critics Choice Ads: (40 mins)

1. Using the smartboard (or projector) open the Critics Choice 2014 stream of videos

2. Explain the worksheet to students

3. Have students read through questions while the activity is being set up by the teacher

Why do young people take up smoking? (15mins) -Write question up on board

-Students work with a partner to list some reasons in their workbooks/laptops.

-Reasons are shared with class and added to their points. - Teachers adds points and discusses/questions some of the reasons given

Concentric Circles: (20mins)

Students will sit in two concentric circles facing one partner. A statement or question will be read out, for one minute each, students will answer their response to the question with their partner. After both partners have responded to the statement, answers should be discussed as a class. Students will move around the circle as instructed by teacher in a clockwise direction.

Individual work. Independent thinking.

- Pause the video stream after each ad to allow students time to complete the worksheet for that particular ad.

Partner work to list some reasons. Class sharing of answers.

Prompt more from students by questioning some of their answers.

Questions include:

- What do you think is the main influences to the use of cannabis/tobacco?

- When offered cannabis or tobacco, what are some assertive responses you could use to say no?

- What factors make it difficult to say no?

- Sometimes we try to make excuses for our behaviour, even though deep down we know it’s wrong. How might YP use this process in regards to smoking?

- Why do you think people choose not to smoke?

Computer Smartboard Internet -

http://quit.org.au/criticschoice/ ‘Critics Choice Rating’

worksheet

(5)

Conclusion:

Provide feedback to students on their answers from the concentric circles activity.

Reminder that next lesson every student must BYOD!!

Extension Activity: Go back and rank the reasons from activity two in a timeline and write a paragraph to justify why you have ranked them in the particular order.

INFORMAL ASSESSMENT of student’s levels and ability of interpreting, listening and speaking can be observed by teacher. Can assess where the student’s understanding is at regarding influences and use of tobacco.

Strand: Individual and Community Health Lesson number: 3

Students Will Learn About:

• short-term and long-term effects of drugs on health and wellbeing • reasons people use and do not use drugs

• effects of other people’s drug use • influences on drug use

• legal and economic consequences

Students Will Learn to:

• describe the short-term and long-term effects of:

o tobacco o cannabis

• analyse influences and reasons why people choose to use or not use drugs

Teaching and Learning Sequence Key Teaching Points and Strategies Resources

Short and long term effects: (35mins)

1. Students start by creating a table in word document where they can record the ST & LT effects of smoking and cannabis on health and wellbeing.

2. Students are to move into their groups and research the topic area they are given in detail, each recording their answers into their table.

3. Then meet up with the other group that had the same topic and collate all answers onto the butcher’s paper.

4. Groups choose 1 presenter to present group answers to class from the butcher’s paper.

5. Class to record answers into their tables.

6. At the end, all students will have their table filled out.

Provide FEEDBACK to students on the information they found, if they were able to cover all the important information

Small group work: Split students into 8 even groups. 2 groups = ST effects of tobacco

2 groups = LT effects of tobacco 2 groups = ST effects of cannabis 2 groups = LT effects of cannabis

ICT ! Discuss with students: accuracy and reliability of websites. Explain the difference between .org .gov .com etc Some websites students may use:

www.health.nsw.gov.au/public-health/dpb/

(go to ‘search’ in top right hand corner, search words: cannabis, effects)

www.adf.org.au

(Go to ‘drugs info’ in top bar, then ‘drugs facts,’ then select cannabis)

www.med.unsw.edu.au/ndarc

- Students need their own device.

(6)

and their level of productivity when working in a group.

Dependence: (20mins) Teacher discussion.

Students are handed the ‘Dependence’ worksheet.

Teacher to read out the 3 types of dependence and define them. Students complete worksheet and answers discussed.

Legal and economic consequences: (20mins) Internet research activity.

- What are the laws regarding smoking? - What are the laws regarding cannabis? - What does legalisation mean?

- What does decriminalisation mean?

- Consider also the laws/rules at school and common courtesy within the community.

Class discussion of answers. Provide students with additional answers they may not have found.

Conclusion:

Remind students it is extremely important that they BYOD next lesson as they will need it for the entire lesson.

Extension Activity/ or class activity if have extra time:

This website has an interesting video which looks at the effects of cannabis and tobacco on people’s lives.

-Have students open up a work page and as they watch the clip I want them to write down an interesting fact or message they heard or interpreted.

(National Drug and Research Centre – go to ‘fact sheets’ and then select ‘cannabis’)

Teacher discusses:

- What is addiction/dependence?

- What do we mean when we talk about becoming addicted or dependent on something?

- What things do you think that people can come dependent on? E.g. caffeine, chocolate, some drugs, exercise

- Keeping in mind what was learnt earlier about where to gain internet information from, complete the following questions by researching the given questions.

- These are real stories from real people. - Discuss students responses to the clip:

Questions may include:

Did they find it interesting?

Does watching clips like that effect choices of whether or not people may use/stop using drugs?

What was the most important message/fact they took from the clip?

‘Dependence’ work sheet

Whiteboard

- Projector screen or smartboard

- Internet access

(7)

Strand: Individual and Community Health Lesson number: 4

Students Will Learn About:

• the classification of drugs, eg stimulants, depressants, hallucinogens • reasons people use and do not use drugs

• influences on drug use

• short-term and long-term effects of drugs on health and wellbeing • prevalence and patterns of adolescent drug use

• legal and economic consequences • effects of other people’s drug use

Students Will Learn to:

• describe the short-term and long-term effects of:

o tobacco o cannabis

• analyse influences and reasons why people choose to use or not use drugs

• explore the relationship between the person, the drug and the environment in determining the impact of drug use

Teaching and Learning Sequence Key Teaching Points and Strategies Resources

Internet Activity: (50mins)

Instruct students to visit www.oxygen.org.au - Hand out worksheets

- Brief students on the activity and timeframe.

- Teacher to walk around the class and monitor progress and informally assess student answers to questions.

Marking: (10mins)

- Once the time is up/all students have finished, instruct students to get a red pen and we will go through the answers as a class.

Quitting: (15 mins)

Choose one of the 3 options and write a dialogue conversation you might have with someone depending on the situation: who you are talking to, what their possible response might be, what you could respond by saying.

To help you with writing the conversation and things you can say/do to help someone quit, use the website you used in the previous activity and click “Being Smoke Free” link.

Conclusion:

Hand out assessment. Explain and answer any questions students may have regarding the task.

-This is an individual task. Students will work at their own pace to complete the worksheet.

- If some students finish before others, direct them to record more information on the diseases caused by smoking and read the ‘fun facts’ on the website. Additionally they may research in-depth (on other websites) a particular disease caused by smoking, or what is in a cigarette.

Encourage students to share their answers with the class and ask any clarifying questions of some answers that differed or you suspect some students may not fully be able to

comprehend.

Options:

Family member smokes = chose ‘helping family quit’ Friend smokes = chose ‘helping friend quit’

Don’t know anyone who smokes = pretend you are talking to the community and chose ‘benefits of smoking’

Ensure the due date is made clear to students and is written down on their assessment sheet.

Internet access Students BYOD (or computer labs) Oxygen activity work sheets Teacher Answer sheet

References

Related documents

Thoracentesis : therapeutic drainage of pleural effusion (abnormal fluid from between chest wall & lung).. **Most typically performed in decompensated liver &

Although respondents used social media regularly for personal purposes, most are only now starting to use it as a marketing

Increased community need for mental health resources and a desire to provide high quality, evidence-based, cost-effective care prompted REACH NOLA to create the Mental

Second, it is possible that the criteria used to determine assessment data quality in Chapter 1 may have been more effective at identifying poor assessments in 2012-13 because

Pavel, “Anti-periodic boundary value problems for higher order differential equations in Hilbert spaces,” Nonlinear Analysis: Theory, Methods & Applications , vol.

When looking at what child abuse can lead to one must consider that, “mental health disorders and addictions, children who experience child abuse are more likely to be at risk

The results indicate that three supply chain management practices, internal integration, information sharing, and postponement, but not supplier integration and customer

In essence, we numerically calculate the amount of electromagnetic power absorbed by biological tissues for various exposure conditions and types of emitting sources, utilizing