Alcohol Abuse
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Effects on individual and community.
- Influences on alcohol use and binge drinking.
Students learn to- Examine the consequences of alcohol use on the individual and community.
- Describe the short-term effects of alcohol use on the individual and community.
Activities- A) Why do you think young people binge drink?
B) What are the initial effects of alcohol use?
C) What, how and who influences young people to binge drink?
D) Answer each of the following questions with either sober or under the influence of alcohol.
- You are more inclined to take a risk when you are…?
- You are more likely to tell a stranger, personal views/thoughts when you are…?
- You are able to make more informed decisions when you are…?
- You are legally allowed to drive when you are…?
Reason for inclusion- This shows the students the harmful physical and emotional effects of alcohol abuse and the impact it has on the individual, community and environment.
Monday, November 3, 2008
Drug Use
Drug Use
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Effects on relationships and community.
- Consequences of illicit drug use.
- Influences on cannabis use.
Students learn to- Examine the consequences of drug use on the individual and community.
- Describe the long-term effects of illicit drug use on the individual and community.
Activities A) Name six different illegal drugs and what type they are (stimulant, hallucinate and depressant).
B) Choose two of the six and describe the long term effects on the individual, the community and the environment.
C) Watch this short video and answer the following question.
- What effect did heroin have on his life?
http://au.youtube.com/watch?v=iRtzgOPNcj8&feature=related
Reason for inclusion- This shows the students the harmful physical and emotional effects of drugs and the impact it has on the individual, community and environment.
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Effects on relationships and community.
- Consequences of illicit drug use.
- Influences on cannabis use.
Students learn to- Examine the consequences of drug use on the individual and community.
- Describe the long-term effects of illicit drug use on the individual and community.
Activities A) Name six different illegal drugs and what type they are (stimulant, hallucinate and depressant).
B) Choose two of the six and describe the long term effects on the individual, the community and the environment.
C) Watch this short video and answer the following question.
- What effect did heroin have on his life?
http://au.youtube.com/watch?v=iRtzgOPNcj8&feature=related
Reason for inclusion- This shows the students the harmful physical and emotional effects of drugs and the impact it has on the individual, community and environment.
Anorexia Nervosa
Anorexia Nervosa
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Disordered eating and body image.
Students learn to- Explore the relationship between body image and gender and the impact of the media on the manufacture of the ideal male and female body types.
Activities- A) Look at an appropriate magazine and describe what the perfect body is portrayed as for females and males. Does this have any similarities to the type of people you see everyday?
B) Should this portrayal of the ‘perfect’ female and male body image be the ultimate goal of young people? Is it unhealthy? Why/Why not?
C) Google images.
http://fathersforlife.org/images/skeleton7.jpg
http://images-cdn01.associatedcontent.com/image/A5897/58971/300_58971.jpg
http://news.bbc.co.uk/olmedia/175000/images/_179613_anorexia_150.jpg
http://www.dvorak.org/blog/wp-content/uploads/2006/12/anorexic.jpg
http://theblacksentinel.files.wordpress.com/2008/02/anorexic2pl.jpg
D) Do you think the images of the ‘perfect’ body, in the magazines has a connection to the large amount of young people with Anorexia Nervosa?
Reason for inclusion- This will help the students understand that there is a lot of misconceptions of the ‘perfect’ body image and how it can affect peoples health.
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Disordered eating and body image.
Students learn to- Explore the relationship between body image and gender and the impact of the media on the manufacture of the ideal male and female body types.
Activities- A) Look at an appropriate magazine and describe what the perfect body is portrayed as for females and males. Does this have any similarities to the type of people you see everyday?
B) Should this portrayal of the ‘perfect’ female and male body image be the ultimate goal of young people? Is it unhealthy? Why/Why not?
C) Google images.
http://fathersforlife.org/images/skeleton7.jpg
http://images-cdn01.associatedcontent.com/image/A5897/58971/300_58971.jpg
http://news.bbc.co.uk/olmedia/175000/images/_179613_anorexia_150.jpg
http://www.dvorak.org/blog/wp-content/uploads/2006/12/anorexic.jpg
http://theblacksentinel.files.wordpress.com/2008/02/anorexic2pl.jpg
D) Do you think the images of the ‘perfect’ body, in the magazines has a connection to the large amount of young people with Anorexia Nervosa?
Reason for inclusion- This will help the students understand that there is a lot of misconceptions of the ‘perfect’ body image and how it can affect peoples health.
Mental Health
Mental Health
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Understanding mental health.
- Loss and grief: helpful and unhelpful strategies.
- Reaching out: helping yourself and helping others.
Students learn to- Suggest positive strategies to deal with loss and grief.
Activities- A) Mental health is ‘a state of emotional and psychological well-being in which an individual is able to use his or her cognitive and emotional capabilities, function in society, and meet the ordinary demands of everyday life’ as retrieved from http://dictionary.reference.com/browse/mental%20health
B) Watch this short interview and answer the following questions.
http://au.youtube.com/watch?v=tpz5tiGYr1s&feature=related
- Do you think the mental health of today’s teenagers is a serious problem? Why/Why not?
- What are some methods/precautions we can take to lower the rate of teenage suicide?
- What are the three different sets of warning signs you can look for to identify poor mental health in a teenager?
C) Write down your own definition of resilience. What are eight things that you think helps people to be resilient. What are some factors that may negatively influence a person’s resilience?
Reason for inclusion- This will help give the students a better perspective on mental health and suicide, how common they are amongst teenagers, how to identify these problems and how to prevent them.
Strand 3- Individual and Community Health
Outcome 5.6- A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about- Understanding mental health.
- Loss and grief: helpful and unhelpful strategies.
- Reaching out: helping yourself and helping others.
Students learn to- Suggest positive strategies to deal with loss and grief.
Activities- A) Mental health is ‘a state of emotional and psychological well-being in which an individual is able to use his or her cognitive and emotional capabilities, function in society, and meet the ordinary demands of everyday life’ as retrieved from http://dictionary.reference.com/browse/mental%20health
B) Watch this short interview and answer the following questions.
http://au.youtube.com/watch?v=tpz5tiGYr1s&feature=related
- Do you think the mental health of today’s teenagers is a serious problem? Why/Why not?
- What are some methods/precautions we can take to lower the rate of teenage suicide?
- What are the three different sets of warning signs you can look for to identify poor mental health in a teenager?
C) Write down your own definition of resilience. What are eight things that you think helps people to be resilient. What are some factors that may negatively influence a person’s resilience?
Reason for inclusion- This will help give the students a better perspective on mental health and suicide, how common they are amongst teenagers, how to identify these problems and how to prevent them.
Sexual Health
Sexual Health
Strand 3- Individual and Community Health
Outcome 4.6- A student describes the nature of health and analyses how health issues may impact on young people.
Students learn about- Acknowledging and understanding sexual feelings.
- Rights and responsibilities in sexual relationships.
Students learn to- Explain how gender expectations influence sexual choices and options.
- Evaluate standards of sexual behaviour considered appropriate by self, peers, family and community.
Activities- A) Read the following links and summarise the information provided. Adolescences http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2303
Safe sex
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Teenagers_sexual_behaviour
Secret boys business (for boys)
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2648
Secret girls business (for girls)
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=289&id=2234
Reasons for inclusion- By getting the students to read these articles it will help them understand the changes that may be occurring to their bodies and comprehend the new feelings that they may be experiencing.
Strand 3- Individual and Community Health
Outcome 4.6- A student describes the nature of health and analyses how health issues may impact on young people.
Students learn about- Acknowledging and understanding sexual feelings.
- Rights and responsibilities in sexual relationships.
Students learn to- Explain how gender expectations influence sexual choices and options.
- Evaluate standards of sexual behaviour considered appropriate by self, peers, family and community.
Activities- A) Read the following links and summarise the information provided. Adolescences http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2303
Safe sex
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Teenagers_sexual_behaviour
Secret boys business (for boys)
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2648
Secret girls business (for girls)
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=289&id=2234
Reasons for inclusion- By getting the students to read these articles it will help them understand the changes that may be occurring to their bodies and comprehend the new feelings that they may be experiencing.
Road Safety
Road Safety
Strand 3- Individual and Community Health.
Outcome 4.6- A student describes the nature of health and analyses how health issues may impact on young people.
Students learn about- Defining risk factors and behaviours in a range of road environments and situations.
- Protective behaviours.
Students learn to- Devise and demonstrate a plan to assume responsibility for their road safety and that of other road users.
Activities- A) Identify responsibilities of a driver.
B) Describe responsible driver and passenger behaviours.
C) The three major casual factors in road and traffic related injuries are human, vehicular and environmental. Give three examples of each.
D) You Tube Activity- Watch this short advert and describe the incorrect behaviours of the driver and the passengers.
http://au.youtube.com/watch?v=OsHL30Z60kg
Watch this short advert and identify the incorrect behaviours of the driver and three different ways the accident may have been avoided.
http://au.youtube.com/watch?v=lsJs4AYa8sU
Watch this short advert and list three impacts this may have for each of the individual, the community and the environment.
http://au.youtube.com/watch?v=9kplg8O6GPQ&feature=related
Reason for inclusion- This task is aimed at making students aware of the dangers of unsafe road behaviour and methods of avoiding these situations. This will give them a better preparation as they begin to drive.
Strand 3- Individual and Community Health.
Outcome 4.6- A student describes the nature of health and analyses how health issues may impact on young people.
Students learn about- Defining risk factors and behaviours in a range of road environments and situations.
- Protective behaviours.
Students learn to- Devise and demonstrate a plan to assume responsibility for their road safety and that of other road users.
Activities- A) Identify responsibilities of a driver.
B) Describe responsible driver and passenger behaviours.
C) The three major casual factors in road and traffic related injuries are human, vehicular and environmental. Give three examples of each.
D) You Tube Activity- Watch this short advert and describe the incorrect behaviours of the driver and the passengers.
http://au.youtube.com/watch?v=OsHL30Z60kg
Watch this short advert and identify the incorrect behaviours of the driver and three different ways the accident may have been avoided.
http://au.youtube.com/watch?v=lsJs4AYa8sU
Watch this short advert and list three impacts this may have for each of the individual, the community and the environment.
http://au.youtube.com/watch?v=9kplg8O6GPQ&feature=related
Reason for inclusion- This task is aimed at making students aware of the dangers of unsafe road behaviour and methods of avoiding these situations. This will give them a better preparation as they begin to drive.
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