Alcohol Education Resources Teacher Resource Package Health 9 and Wellness 10 Alcohol Education Resources Development Team: Dr. Marcella Ogenchuk Assistant Professor, College of Nursing, University of Saskatchewan Dr. Michelle Prytula Assistant Professor, College of Education, University of Saskatchewan Karen Macdonald Teacher, Saskatoon Public School Division Kimberly Walter Student, College of Nursing, University of Saskatchewan Acknowledgements: Thank you to the Greater Saskatoon Catholic School System for participating in this project and special thanks to the students and teachers of Holy Cross High School in Saskatoon for their support and time. Financial Support: This project could not have been completed without the financial support of the College of Nursing, Nurses for Kids and the Royal Bank of Canada. For More Information: Marcella Ogenchuk, RN PhD Assistant Professor, College of Nursing University of Saskatchewan 104 Clinic Place, HSc E Wing, 4226 Saskatoon, SK S7N 5E5 Tel. 306.966.1757 Fax. 306.966.6621 Email. [email protected] www.aeprogram.com 2 © 2015 Alcohol Education Resources Table of Contents Curriculum Overview ................................................... 4 Using Constructivist Educational Techniques ........................... 5 Dealing with Sensitive Topics ......................................... 7 Connections to the Saskatchewan Education Curriculum Health 9 ............................................................. 9 Wellness 10 ......................................................... 13 Participatory Activities ............................................. 19 Lessons .............................................................. 21 Overview of Lessons ................................................. 22 Lesson 1: Introduction to Alcohol ................................... 23 Link to Biology 30 Curriculum ................................... 30 Lesson 2: Binge Drinking ............................................ 31 Lesson 3: Hitting Home – The Effects of Alcohol on the Community .... 35 Lesson 4: Legal Consequences ........................................ 59 Lesson 5: What Would You Do? ........................................ 63 Assessment Assessment Activities ............................................... 70 Appendices ........................................................... 71 Resource Videos ..................................................... 72 Coach’s Corner ..................................................... 74 References ........................................................... 77 www.aeprogram.com 3 © 2015 Alcohol Education Resources Curriculum Overview NOTE: These resources have been developed based on data collected from Grade 11 students in four Saskatchewan High Schools along with relevant literature (Ogenchuk, 2010). Although the resources can fulfill the outcomes and indicators for Grade 9 Health or Grade 10 Wellness not all of the materials are appropriate at the Grade 9 level. Lesson Curricula Curricular Overview Activities Time Handouts r Indicators Outcomes *USC9.2 b d e f j Prezi Small Group 40-60 K-W-L USC9.6 a b c e Video: Male vs Conversations min. AEP Questions **DM9.10 a Female Alcohol Fact ****W1 b f h Sheet 1 W6 g h W9 a b g USC9.2 b c d e f h I j l Glogsters Brainstorming 60 Binge Drinking USC9.6 a b c e or Prezi and min. Fact Sheet W1 b f g h Video W5 a c f g j 2 W6 a b d e h W9 a b g USC9.2 a c e f g j Effects of Jigsaw with 60-90 Newspaper USC9.6 c e f I j Alcohol on the Newspaper min. Articles DM9.10 a b c d Community Articles Legal W1 c f h j Consequences W5 g 3 W6 a c d e f g h W9 a b c d e f g I j k USC9.2 a c d e f g h j k l Legal Presentation 60 min. Legal USC9.6 m n Consequences from Liaison Consequences DM9.10 d e f h j Officer or other Fact Sheet DM9.11 a c RCMP member W1 c d W5 c f h j k 4 W6 g W9 b h a b d f g i j USC9.2 a d e f h i j k What Would Role Play 60 min. Scenarios USC9.6 a b c d e f You Do? Group Work DM9.10 a b d Scenarios DM9.11 a b c d Alcohol Use W1 b f g h j k Questionnaire 5 W5 a c f g j k m n W6 a b c d e f g h W9 a c d f g www.aeprogram.com 4 © 2015 Alcohol Education Resources Using Constructivist Educational T hi *USC – Understanding, Skills and Confidences **DM – Decision Making ***W – Wellness Should Be Happening Should Not Be Happening Identity Students show curiosity about subject Teacher discourages students from matter and are comfortable expressing presenting views and asking questions their prior knowledge Students ask for “right answer” as if Teacher discerns students’ prior preparing for a formal test knowledge of the subject by watching Teacher provides answers, gives step- and listening to student-to-student by-step solutions to problems, or tells interactions students that their answers are Students come up with their own incorrect questions (e.g., “What more do I need Teacher speeds through the process to know? and “what can I do to get the and gives students insufficient time to information”) formulate thoughts and makes sense of Teacher facilitates by asking probing their experiences questions, and students are encouraged to interact with each other Investigate Students are given ample time to Students sit quietly and “learn” through observe, describe and record data, as passive means well as work through puzzles and Students’ contribution in previous problem-solve on their own lesson are ignored Teacher asks students to provide more Both teacher and students accept the than one explanation and offer answers that are not backed by evidence for their explanations evidence Emphasis is placed on students Students are not encourages to share understanding conceptual connections ideas or explanations and are allowed to between new and old experiences stop investigating a subject after finding Students are encouraged to use their only one solution new understandings to explain a new event or idea www.aeprogram.com 5 © 2015 Alcohol Education Resources Should Be Happening Should Not Be Happening Interpret Teacher offers terminology and Teacher offers unrelated concepts or alternative explanations to supplement skills, or provides explanations that lack what student have already presented evidence Teacher asks questions that help Teacher dismisses students’ explanations students draw logical conclusions from and experiences the evidence they have gathered Students are not given time to process Students have a chance to compare their new information and synthesize it with ideas with those of others, and perhaps former experiences revise their thinking Imagine Students and teacher come up with new Students are told to “be realistic” instead questions that take them deeper into the of encouraged to come up with “what subject matter if?” scenarios Students are encouraged to “think Teacher discourages discussion about outside the box” and consider “what if?” controversial subject matter and seeks to scenarios related to new ways of make students see the world in a thinking, action and solving problems traditional, “safe” way Integrate Students communicate their Students are required to memorize understanding of new concepts and information and are formally “tested” on demonstrate their skill at drawing vocabulary, terms and facts conclusions from evidence Teacher introduces new ideas and Teacher observes and records what concepts and allows open-ended students have learned and are able to discussion on ideas unrelated to the focus communicate of the lessons Teacher encourages students to monitor Students fail to communicate ideas and evaluate their own progress by effectively or appear to have simply comparing their current understanding to memorized information without truly their prior knowledge understanding it Source: Reist, D., Bodner, N., & Douglas, J. (2011). iMinds: A Health Literacy Resource. G6Module, p.5. www.aeprogram.com 6 © 2015 Alcohol Education Resources Dealing with Sensitive Topics By their very nature, discussions that involve human behaviour, substance use and mental health are bound to include controversy. Some teachers may view the potential for controversy as unattractive or overwhelming. They may worry about being asked questions they do not have answers for. But the main role of a teacher is not to provide answers – it is to create a context of inquiry. By validating all students’ inquiries and providing them with sources of information, teachers can encourage young people in their charge to become active and thinking beings. iMinds out of British Columbia (Douglas, Bodner, & Reist, 2011, p. 3) suggest the following basic guidelines to follow: . Stay neutral and acknowledge all contributions in an unbiased but questioning manner (by showing that you respect all students regardless of their opinions, your students will do the same) . Insist on a non-hostile classroom environment where students respond to ideas and not the individuals presenting those ideas (make it clear from the start that everyone must be open to listening and considering views that may be different from their own) . Encourage all students to participate in discussions but avoid forcing anyone to contribute when they are clearly reluctant (ensure all students know their feelings and opinions are important and will be respected) . Keep discussions moving in a positive direction by questioning or posing hypothetical situations that encourage deeper thinking about the topic . Understand that consensus is not necessary on issues, and that a lack of consensus is in fact a better reflection of “real life” outside