Unit Timeline and Schedule
UNIT TIMELINE AND SCHEDULE
Health Education PD629
This is a compulsory unit which students must complete in either Year 9 or 10. Each cycle consists of 6 x 1 hour lessons.
Week / TOPIC / FOCUS AND ACTIVITIES / RESOURCES /1 / Introductions/ Personal identity / · Run through the course/semester ahead and expectations
· Personal identity- what makes you unique?
· How would your friends describe you? List 5 personal qualities.
· Impact of family, friends, media and culture on personal identity
· Values- what are they and who shapes them? / · Course outline
· W/sheet:‘Values shape our choices’
Self esteem / · Brainstorm- what is self-esteem?
· Students to complete self-esteem quiz part A&B
· Who influences your self-esteem?
· Tips for improving your self-esteem
· Personal strengths: what strengths do you have, what do you want to have/need to work on / · Self-esteem quiz
· Personal strengths w/sheet
Body Image / · What is body image?
· Read body image w/sheet
· In our society, what is the ‘ideal’ body image for males and females? Draw pictures of a male and female (or write).
· What factors influence our body image?
· Read body image sheet and answer the 2 qu’s.
· Cultural effects- read ‘the Fattening Rooms’ and answer qu’s 3&6. / · Body Image worksheet
· ‘The Fattening Rooms’ w/sheet
2 / Body Image / How do the media influence our body image? Split class into 6 groups and give a magazine ad to each. They are to answer the qu’s and present back to class:
1. What is the aim of the ad?
2. What image does the ad portray?
3. Is the person’s body in the ad realistic/achievable/healthy?
4. What influence does the ad have on your own body image/the community’s body image? / · Magazines
Body image / · Cultural differences of ‘beauty/ideal body’ / · You tube clips:
· Gruen Transfer ad of the week Dove http://www.youtube.com/watch?v=BaSRWnv_KLo&feature=fvsr
· Brass shackles Thailand
http://www.youtube.com/watch?v=BL8ARB5FmsA&playnext=1&list=PL9544EDB18F56A942
Chinese foot binding http://www.youtube.com/watch?v=XnmOqpoDFEw
· Killing us sofly- media&body image
http://www.youtube.com/watch?v=PTlmho_RovY&feature=related
· Lip plates http://www.youtube.com/watch?v=2Mz1vaTeUSY
2 / Body Image / · Effects of poor body image/self-esteem (physical, social and emotional effects)
· Read articles. Discuss- is body image one of the biggest pressures facing adolescents? Do you agree/disagree? Why/why not? / · Article ’Incredible bulk: a journey from fit to fanatical’- Questions: a) What’s muscle dysmorphia? B) How does having muscle dysmorphia effect an individual’s health (physically, socially, emotionally)? C) What factors contribute to the development of muscle dysmorphia?
· Article ‘Demi Moore’s body image agony is shared by all’
3 / Communication / · What is communication?
· One way communication – describe shape to students who will draw it in their books. Let them come up with a shape of their own and complete the task again with the person sitting beside them or pick 1 or 2 to do it in front of the class.
· How do you communicate - discussion with students about how they communicate (e.g. ILY, LOL, texting, msn ect ) write it on the board and get students to write into books
· Before discussing effective communication get students in pairs and have 3 x 1 minute conversation (choose 3 different topics eh. Favourite holiday) in the following positions: 1 standing and 1 sitting, back to back then face to face. How did you feel during each conversation?
· How can we make sure we’re communicating effectively? (eg. Eye contact, clear voice, etc) / · Shape / picture to describe
· Read through Reach Out fact sheets
· Face game: in groups of 4 each student writes down an expression/emotion without showing anyone. Each person selects a piece and acts out the expression. The others have to guess. Follow up questions.
· Play Charades and Articulate / · Facts sheets from ‘Reach Out’. ‘Communication-getting the message’, ‘effective communication’ and resolving arguments’
· Charades topics
· Articulate game
· Conflict resolution
· How to resolve an argument or disagreement discuss ways then students to create a short role play and use one of these strategies. / · Reach Out factsheet- Resolving an argument.
4 / Mental health / What is mental health and mental illness?
ACTIVITY 1: Exploring understandings of mental health /illness (P 17 mind matters)
ACTIVITY 3: Language brainstorm (P 18 mind matters)
How common is mental illness? / · Download Mind matters resource booklet called ‘Understanding mental illness’ from http://www.mindmatters.edu.au/resources_and_downloads/mindmatters/mindmatters_resource_kit_landing.html Good activities
· Butchers paper
· Handout- ‘Mental illness- the facts’ P20-21 of mind matters and complete questions (P19)
Myths about mental illnesses and the stigma of mental illnesses / · Handout- ‘Myths, misunderstandings and facts about mental illness’ P21-22 of mind matters
· Labels worksheet (P69) and questions (P66)
· Students to research a mental illness (bi polar/anxiety/eating disorders/depression/schizophrenia) and complete worksheet / · Computers
· Worksheets for the 5 mental illness (P48-52)
· Helpful websites:
· Headspace.org.au
· Beyondblue.org.au
· Sane.org.au
5 / Mental Health / · Create groups of 5 (each person having researched a different mental illness). Share information with group then complete quiz. / · Summary quiz ‘Fact, fear, furphy or fiction’. P71-72 of mind matters
· Group Assignment (2-3 lessons to work on it) / · Mental Health Group Assignment (30% of mark)
6 / Bullying / · Types of bullying and positive strategies to deal with bullies
· Discuss and brainstorm with a partner: What is bullying?
· When they have completed the brainstorm, ask them to:
• circle the two behaviours they think are the worst forms of bullying
• underline the two they think are most common in their school. Get some pairs to report back to the class.
Does everyone agree about what are the most common bullying behaviours and about what are the most severe forms of bullying?
1. Ask students to brainstorm the possible reasons why people bully others. Compare and discuss.
2. Handout worksheet and read: ‘Bullying-what is it?’
3. The handout mainly talks about how bullying can affect you emotionally. How can it affect you physically or socially?
4. What can you do if you are being bullied? Write down ideas and discuss.
· Physical and non-physical bullying
· What to do and ways to overcome bullying / · Handout from Reach Out ‘Bullying-what is it?’
· Role play scenarios
· Bullying statement card- rank from harmful to least harmful
· An effective antibullying policy includes disciplinary action that is nonviolent and not reflective of bullying behaviours. Outline some appropriate actions schools could use to deal with bullies.
· As a class, investigate Highvale’s bullying policy (look in your diaries). Evaluate the policy, highlighting its strengths and indicating what you would change and why, and how you would change these features.
· Rank harmful to least harmful- give each student a scenario and stand along continuum
· Role play on bullying (4 scenarios)
· Create a table: On one side write a list of all the things that would encourage a person to tell or to ask for help. On the other side record what stops people from reporting or asking for help when they have been bullied or have witnessed bullying.
Follow up qu’s:
1. What might be the affect on someone who was bullied over a long period of time?
2. Who can students in this school go to if they are experiencing bullying or harassment?
3. What do people fear most in telling?
4. How could being bullied affect what you feel, say, do and think about yourself and others?
5. How do people cope when they are bullied?
Undertake a survey on bullying in the class (anonymous). Collate results. / · Scenario cards
· ‘Bystander decisions’ sheet- use for role plays
· P33 Mind Matters- bullying survey
· P29 mind matters- ‘Is it ok to tell?’ sheet
· Cyber bullying
· What can schools do to prevent cyber-bullying/bullying?
· Create a poster with a slogan to prevent cyberbullying/raise awareness eg.‘Think before you post’. / · ‘The bully you can’t see’
· Factsheet ‘Cyber bullying’ from Reach Out.
· You tube:
· ‘Think before you post’ http://www.youtube.com/watch?v=4w4_Hrwh2XI&feature=related
· ‘My Space suicide: The Megan Meier Story’ http://www.youtube.com/watch?v=6MxxqcH_Mkc&feature=related
· Poster paper.
7 / Puberty / · Puberty quiz
· Puberty what is it? What happens? (class discussion)
· Discuss social and emotional changes not just physical
· Read handout ‘puberty’ and discuss/brainstorm changes that occur
· Read handout ‘Changes that occur during puberty’ and categorise each as male, female or both. Represent as venn diagram. / · Handout ‘Puberty”
· Handout ‘Changes that occur during puberty’
· Puberty quiz worksheets (1 per student)
· Name and function of male and female parts of the reproductive system
· Give each student a part of the reproductive system to stick on the posters
· Male and female reproductive system labelling activity / · Posters of reproductive systems in A block staffroom
· Reproductive system cut and paste sheets
· Male and female reproductive system posters and name cards
· Sexual reproduction – internet research (www.betterhealth.vic.gov.au) / · Access to a pc lab for students to look at the website and complete question sheet (1 per student)
8 / Relationships / · Rights and responsibilities in a relationship (Respect, love) and qualities
· ‘Take up a position’ sheet- read out statements and students agree or disagree. Explain why.
· Discuss sexuality with students, relationships, same sex relationships and acceptance of this in the community.
· Chris 16 worksheet / · ‘Take up a position’ sheet
· Chris 16 worksheet
STI’s / · STI ‘handshake’ activity
· Clickview, sexually transmitted infections: What We Can’t See. Watch video and students to answer question sheet. / · Computers
STI’s / · Worksheet from science textbook ‘Reproductive problems’
· Sexual Health Definitions worksheet
· STI bingo
· Celebrity heads types of contraception. / · Definitions worksheet
· Bingo cards
WEEK / TOPIC / FOCUS AND ACTIVITIES / RESOURCES /
1 / Contraception (3 lessons) / · Explain 2 types of contraceptive methods (barrier and hormonal)
· Students look at different contractive methods and complete table (how it works, effectiveness, etc) / · Contraception kit (in A block staffroom)
· Contraception table
2 / STI’s / · STI assignment. WORTH 25% OF GRADE / · Assignment sheet
· Access to a pc lab
· Good websites:
Yoursexhealth.org
Likeitis.org.au
Yeah.org.au
· STI case study and discussion questions / · Worksheet
3 / Teen pregnancy / · Quiz- teenage pregnancy. Discuss. Any answers you were surprised about?
· Article- Alfie: dad at 13
· Pregnancy Jeopardy / · How much do you know about teenage pregnancy quiz?
· PPT- Pregnancy Jeopardy
· Clickview program – Life as a teenage mum / · Access to clickview facilities
· Question sheet for each student
4 / Risk taking / What is risk taking?
What are Positives and negatives of risk taking? Give examples
Influences on risk taking. How do others (teachers/friends) have positive and negative effects on your decision to take risks?
Risk taking case studies- discuss in groups and present / Risk taking case studies
Risk Taking
Alcohol/drugs / Article ‘Daredevil divers in Blairgowrie risk paralysis’
What is alcohol?
What is a drug?
Hang butchers paper around the room. What are possible consequences of alcohol? Then rank from least to most dangerous / Newspaper article
Butchers paper
Alcohol / Harm minimisation – what is it?
List 5 harm min strategies (eat, drink slowly, don’t mix with other drugs, non alcoholic beverage in between drinks)
Short and long term effects of alcohol
Fact or myth cards / PPT ‘Short and long term effects of alcohol ‘and worksheet ‘Short and long term effects of alcohol ‘to fill out
5 / Alcohol / · Rank risks from high to low risk individually
· Divide class into small groups and students to compare their ranking of risks. Discuss what factors influenced your ranking? What changes did you make to your rankings after discussing it with others? What were the reasons for changing (or not changing)?
· Complete ‘Harm minimisation risk management matrix’ using the scenario you ranked highest risk. What are the possible consequences and likelihood?
· Decision making grid. Pick a scenario. What are the possible options, list positives and negatives. / · Worksheet: ‘Harm minimisation ranking the risks’
· ‘Harm minimisation risk management matrix’
· ‘The four step decision making process’
Alcohol / · You tube clips- anti binge drinking. Are they effective?
· Posters in groups (each group does one stage). Effects of alcohol at each stage ‘after a drink or 2’ through to ‘even more alcohol’. Draw a diagram, list possible harms and list harm minimisation strategies. Stick posters in timeline and discuss. / · Poster paper
· You tube clips- ads on binge drinking:
· http://www.youtube.com/watch?v=EuowE1SXNkA
· http://www.youtube.com/watch?v=FfY7L_QUk8o&feature=related
· http://www.youtube.com/watch?v=DkScHtrowM8&feature=related
· http://www.youtube.com/watch?v=3jftfU30xJg
Alcohol / · Managing peer pressure to drink worksheet
· Internet research on alcohol www.nhmrc.gov.au/index.htm / · Managing peer pressure to drink w/sheet
· Internet research on alcohol
· Access to a PC lab
6 / Exam Revision / · Exam revision booklet
7 / Exam/ Continue with Alcohol / Standard drinks practical exercise
Standard drinks for premixed drinks
10gm of alcohol in 1 standard drink / · Different glasses for drinks
· Coloured water or cordial in bottles
· Measuring jugs
· Worksheet
Drugs / · Types of drugs
· What is a drug? Talk about prescription drugs as well as illicit drugs
· Categories of drugs (depressants, stimulants, hallucinogens). Card activity
· Why people take drugs / · Cards with drug names on them.
Drug Assignment / · Drug assignment. WORTH 20% OF GRADE / · Assignment sheet
· Access to a pc lab