Lesson+1+of+10

Lesson 1 of 1

**//PDHPE-//** HS2.12 Discusses the factors influencing personal health choices. |||||||| **//Links to other KLAs-//** **//Literacy-//** **//Talking and Listening//** TS2.1- Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. **// Reading- //** RS2.5 - Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. || Drug Use - Identifying drugs – appropriate use - Caffeine - Labeling of drugs - Tobacco - Drugs in everyday lives - Passive Smoking <span style="color: black; font-family: Tahoma,Geneva,sans-serif;">- Administration and storage of drugs <span style="color: black; font-family: Tahoma,Geneva,sans-serif;">- Alcohol <span style="color: black; font-family: Tahoma,Geneva,sans-serif;">- Effects on the Body |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Indicators-** <span style="font-family: Tahoma,Geneva,sans-serif;">- Students demonstrate an understanding of the risk of taking drugs. <span style="font-family: Tahoma,Geneva,sans-serif;">- Students develop a deep knowledge of a particular drug, how it affects the body and the environment. <span style="font-family: Tahoma,Geneva,sans-serif;">- Students present in a clear manner, able the answer questions about their topic. || <span style="font-family: Tahoma,Geneva,sans-serif;">- Students have some prior knowledge of drugs from their earlier stages at school. <span style="font-family: Tahoma,Geneva,sans-serif;">- Students have prior knowledge from drugs and alcohol experienced outside of school. |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Resources-** <span style="font-family: Tahoma,Geneva,sans-serif;">- Risk Metre <span style="font-family: Tahoma,Geneva,sans-serif;">- Cardboard <span style="font-family: Tahoma,Geneva,sans-serif;">- Resources including books, pamphlets and [] <span style="font-family: Tahoma,Geneva,sans-serif;">[] <span style="font-family: Tahoma,Geneva,sans-serif;">- Textas <span style="font-family: Tahoma,Geneva,sans-serif;">- Butchers paper || <span style="font-family: Tahoma,Geneva,sans-serif;">The teacher reads out a range of scenarios to do with drugs and alcohol and the student’s stand where they believe is the appropriate amount of risk. Have a student from each section justify their choice of stance. |||||| <span style="font-family: Tahoma,Geneva,sans-serif;">After the teacher has read out a scenario, students judge the risk of harm in the situation. Students place themselves on harm metre, with minimal harm, moderate harm or high harm. <span style="font-family: Tahoma,Geneva,sans-serif;">Students justify choice. |||| <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">10 Mins || <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">To engage the students in thinking about drugs and alcohol. <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">Engage students in assessing situations and justifying answers || <span style="font-family: Tahoma,Geneva,sans-serif;">Provide butchers paper and cardboard for students to create an information poster to present their drug to the class. <span style="font-family: Tahoma,Geneva,sans-serif;">Walk around the class, questioning students on what they have found and how they are going to present their findings. |||||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">Students read through the resources provided and write down notes. <span style="font-family: Tahoma,Geneva,sans-serif;">Students create an information poster to present to the rest of their class on the facts they found about their drug. |||| <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">30 Mins || <span style="font-family: Tahoma,Geneva,sans-serif;">The purpose of the activity is to engage the students in self directed learning. The provided resources also give students opportunities to use a range of information sources. The presentation at the end of the activity will also give students opportunities to present their findings and develop their talking and presentation skills. <span style="font-family: Tahoma,Geneva,sans-serif;">Working in groups will also develop the students talking and listening skills as well as reading for meaning, as they need to draw information out of the text. || <span style="font-family: Tahoma,Geneva,sans-serif;">Prepare for questions that may be asked. |||||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">Students present their finding to the class. <span style="font-family: Tahoma,Geneva,sans-serif;">The class has an opportunity to ask the presenters questions about their finding and the presenters have the option of passing it on to the teacher or answering it themselves. |||| <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">15 mins || <span style="font-family: Tahoma,Geneva,sans-serif;">The purpose of presenting the information poster to the class is to develop the students talking skills to become more formal. <span style="font-family: Tahoma,Geneva,sans-serif;">The activity also gives the students opportunities for peer teaching. || <span style="font-family: Tahoma,Geneva,sans-serif;">Question students about different aspects of the lesson. E.g. what was the most confronting piece of information you heard or read? |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">Students share their thoughts on what they have learnt through peer teaching and research. Students also engage in higher order thinking as they reflect on the information that they have learnt throughout the lesson. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">5 mins |||| <span style="font-family: Tahoma,Geneva,sans-serif;">The purpose of the conclusion is for the students to be engaged in higher order thinking about the information they have researched, heard and presented throughout the lesson. || <span style="font-family: Tahoma,Geneva,sans-serif;">- Were the students working well together? <span style="font-family: Tahoma,Geneva,sans-serif;">- Did the students present a rich, deep understanding of their selected drug? <span style="font-family: Tahoma,Geneva,sans-serif;">- Could the students answer peer questions when presenting? <span style="font-family: Tahoma,Geneva,sans-serif;">- Could the students answer the higher order thinking questions about what they learnt that lesson. |||||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">**//Assessment-//** <span style="font-family: Tahoma,Geneva,sans-serif;">Formative Assessment- <span style="font-family: Tahoma,Geneva,sans-serif;">- The harm metre assesses what the students already know about high, moderate and low risk drug use. <span style="font-family: Tahoma,Geneva,sans-serif;">- Observations of how well students work together in groups. <span style="font-family: Tahoma,Geneva,sans-serif;">- Questions answered by peers. <span style="font-family: Tahoma,Geneva,sans-serif;">Summative Assessment- <span style="font-family: Tahoma,Geneva,sans-serif;">- Information posters <span style="font-family: Tahoma,Geneva,sans-serif;">- Answering questions. ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">**INVESTIGATING DRUGS.. WHAT ARE THEY?** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Key Learning area-**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**PDHPE CONTENT-**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Previous Knowledge-**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Teacher notes-** |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Student direction-** |||| <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">**Time** || <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">**Purpose**  ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">**Introduction** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher organises the room into a //Harm Metre//. This consists of a red, orange and blue section within an open space. These colours represent high harm, moderate harm and low harm.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">**Body** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Place students into mixed ability groups and give each group a type of drug to research. Give all groups access to computers to the resource []. Provide other resources for extra support including information pamphlets, books and websites.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Groups present information poster and their findings about their drugs to the class.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">**Conclusion** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Direct student discussion about new facts about drugs that they found in their research.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**//Lesson Evaluation-//**