Students learn safe sex, consent, STI's and the impact that substance abuse has on these. Students discuss discrimination within the LGBTQ+ community. Students look at communication skills and how they can impact others that may find themselves in situation heightened by substances. Students chose to use their health promotion skills to impact their community or to present their knowledge and understanding to their peers.
Lesson 1
Tapping in to Understanding
Choice Mapping
Students write on a post it a choice/problem that they had to make this year. These are posted on the board.
Students brainstorm a choice they had to make. They breakdown the choice process to create a map/diagram that other students could apply to any other choice.
Students swap their map/diagram and select a post it.
Behaviour Change
Students identify a behaviour they wish to change or a high school student might want to change.
Students brainstorm how this person would change their behaviour.
They create/design a process for behaviour change.
Discussion:
What is the difference between making a decision & changing a behaviour?
Are there any similarities between the two?
Students write on a post it a choice/problem that they had to make this year. These are posted on the board.
Students brainstorm a choice they had to make. They breakdown the choice process to create a map/diagram that other students could apply to any other choice.
Students swap their map/diagram and select a post it.
Behaviour Change
Students identify a behaviour they wish to change or a high school student might want to change.
Students brainstorm how this person would change their behaviour.
They create/design a process for behaviour change.
Discussion:
What is the difference between making a decision & changing a behaviour?
Are there any similarities between the two?
Lesson 2
Finding Questions
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Students brainstorm all the questions they have about making decisions regarding Sex, Drugs & Alcohol.
Students take their top 5 and rank them. As a class create a .list (between 5-8) of questions. Each group reads their top question until you have the list. Debate the lists. Are there any questions that need to be added. |
In some classes we split the board into two. One side was facts and information we think we know and the other was what should be taught to adolescents to ensure they make informed decisions.
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Lesson 3
Exploring the Evidence (Drugs & Alcohol)
Here we split the unit and discuss drugs & alcohol.
Students discuss the top 4 - 5 substances they wish to investigate further.
They create notes (that they will verbally present) based on the questions or board work completed in Lesson 2, students are divided into research groups to find information that answers questions or fulfill their desired content.
Here we split the unit and discuss drugs & alcohol.
Students discuss the top 4 - 5 substances they wish to investigate further.
They create notes (that they will verbally present) based on the questions or board work completed in Lesson 2, students are divided into research groups to find information that answers questions or fulfill their desired content.
Lesson 4 -8
Demonstrating Understanding (Drugs & Alcohol)
Students apply their knowledge to the D.E.C.I.D.E model and see if there are any gaps.
The notes are rotated so that the group applies a different substance to DEC.
The notes are rotated again to IDE.
***Key idea - have the class agree on the problem each group is working through. Once groups get to implementing a campaign the evidence gathering is complete***
Between each letter of DECIDE groups present to the notes to the class.
Students are allocated a substance and use the fact, impact and effect notes and DECIDE model notes to create a campaign to implement in the high school. Students are to collect data on the implementation and evaluate the effectiveness of their campaign.
Students apply their knowledge to the D.E.C.I.D.E model and see if there are any gaps.
The notes are rotated so that the group applies a different substance to DEC.
The notes are rotated again to IDE.
***Key idea - have the class agree on the problem each group is working through. Once groups get to implementing a campaign the evidence gathering is complete***
Between each letter of DECIDE groups present to the notes to the class.
Students are allocated a substance and use the fact, impact and effect notes and DECIDE model notes to create a campaign to implement in the high school. Students are to collect data on the implementation and evaluate the effectiveness of their campaign.
Lesson 6
The Class returns to the sexual health mapping done in Lesson 2.
