Sexual Education

Health and Personal Development Stage 5: Sexual Education
Tuesday, October 28, 2008

Syllabus Outcomes:
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:
· Sexual health
- Sexual choices and their consequences
Students Learn To:
· Identify and evaluate safe sexual health practices including methods of contraception

Skill Outcomes:
5.12 Adapts and applies decision-making processes and justifies their choices in increasingly demanding contexts
5.15 Devise, justifies and implements plans that reflect a capacity to prioritise, think creatively and use resource effectively
5.16 Predicts potential problems and develops, justifies and evaluates solutions

KLA Integration:
This task provides numerous links to the key competencies of the various Years 7-10 Curriculum. It provides students with the opportunity to develop problem solving skills in relation to sexual health. The problem solving method used for this task can be emulated for other aspects of the student’s life including those beyond school. The method used will enable students to think critically to problem solve, develop and implement a researched plan to make a decision.


Scope of Task:
1. The qualities we look for in a relationship with an individual of the opposite sex may not be the same as those we desire in a friend of the same sex. List the 6 qualities important to you in a boyfriend and girlfriend.

2. Complete the following questions:
a. Justify the similarities between the two lists?
b. Outline the differences between the two lists?

3. Read the case study involving Payton and Daniel.

4. Revise the elements of a decision making process on the flow chart.

5. Once both the case study is read and decision making process is revised complete the worksheet titled “Making a Wise Decision”.

6. Complete the discussion questions on whether the decision made was correct in the discussion questions.

Resources:

Case Study
Payton is 16 years old and has been having a relationship with Daniel, 18 for five months. They have developed an extremely close bond and are at the point where they are discussing having sexual intercourse. Daniel seems keen on the idea but they are both unsure if they are ready to make such a life changing decision.


Decision Making Process:
Flow Chart and worksheet: Making a Wise Decision

Source: Able Publishing. (2005). Personal Development, Health and Physical Education Workbook. Able Publishing Pty. Limited. Cherrybook. NSW

Worksheet: Making a Wise Decision

Step One: Identify the decision that is to be made from the case study.
………………………………………………………………………………………………………
Step Two: Determine the considerations that need to be made by either Payton or Daniel. By listing the information Payton/Daniel will need to clarify and where this clarification can be found.

Step Three: Identify the options available to Payton/Daniel.
Option 1…………………………………………………………………………………………..
…………………………………………………………………………………………………….
Option 2…………………………………………………………………………………………..
…………………………………………………………………………………………………….

Step Four: Consider the potential consequences for each option. List both the positive and negative outcomes of each option.

Option 1 …………………………………………………………………………………………...

Positives and Negatives

-

-

-

-

-

-

Option 2 …………………………………………………………………………………………...

Positives and Negatives

-

-

-

-

-

Step Five: Decide on the decision you think Payton/Daniel should take. Complete the mind map on what factors may influence Payton/Daniel’s decision.

Step Six: Evaluate your decision to see if it was the correct one. (Consider the decision made and the consequence to identify whether it was a worth while decision).
………………………………………………………………………………………………………

Source: Able Publishing. (2005). Personal Development, Health and Physical Education Workbook. Able Publishing Pty. Limited. Cherrybook. NSW


Individual reflection
Discussion Questions
1. Would the qualities selected by you in the first activity influence your decision for Payton?
- If you selected trust would you still have selected the same option for Payton
2. Do you feel you have made the right choice for Payton/Daniel?
- Is it realistic, would a teenager actually choose the option Payton/Daniel did?
Can you list other areas of investigation Payton/Daniel should conduct?
- Investigating birth control, talking to each other or their parents

Rationale:
This learning task was designed to afford students the opportunity to explore and develop an understanding of the decision making process in relation to engaging in sexual activity. Completion of the task will allow students to gain experience in using the problem solving model. Using the model to achieve an outcome for a case study allows students to work within the model to reach a solution. The ability to problem solve, will always be a necessary skill throughout life. Affording students the opportunity to identify and recognise the qualities desired in a boyfriend and or a girlfriend allows students to explore individual characteristics they value. Highlighting such characteristics and values assists the student to appraise both intimate and mutual relationships.

Diverse Learners:
This activity provides the opportunity for all styles of learners to interact effectively with the stimulus material. Visual learners are able to use the mind maps, graphs and flow charts to obtain information regarding the problem solving process. Auditory learners can be sustained by reading the evaluation decisions and characteristics of boyfriends or girlfriends out loud. Kinesthetic learners are provided with the opportunity to physically move through the decision making process by transferring the information from the case study to the worksheets.

Reference List

Able Publishing. (2005). Personal Development, Health and Physical Education
Workbook. Able Publishing Pty. Limited. Cherrybook. NSW

NSW Board Of Studies. (2001). Personal Development, Health and Physical Education:
Year 7-10 Syllabus. Board of Studies NSW: Sydney.

Arthritis and Musculoskeletal Conditions

Health and Personal Development Stage 6: Arthritis and Musculoskeletal Conditions
Wednesday, October 29, 2008


Syllabus Objectives:
9.1 HSC Core 1: Health Priorities in Australia
Critical Question: What are the priority areas for improving Australia’s health?

Students Learn About:
· Priority areas for action
- Arthritis and Musculoskeletal Conditions
· The four Priority areas selected
- Extent of the problem (trends only)


Students Learn To:
· Examine the current AIHW report, Australia’s Health to determine why the seven areas were selected as priorities
· Identify and draw on current and reliable sources of information to research and analyse four of the priority areas. All students must study CVD, cancer and two other health priorities chosen from the four remaining

7.2 Key Competencies:
Collecting, analyzing and organising information
Using mathematical ideas and techniques

KLA Integration:
Collecting, analyzing and organsing information will be assessed by the student’s ability to complete the close passage on Arthritic and Musculoskeletal Conditions experienced by Australians. Such information skills can be transferred to other KLA areas within the Higher School Certificate curriculum. Such skills will enable students to make informed educated decisions concerning arthritis and musculoskeletal conditions in future years. Students will expand basic mathematic ideas and techniques following evaluation of epidemiological graphs provided.

Scope of the Task:
1. Complete the close passage below.
Note: Correct answers are located on the Australia Institute of Health and Welfare website - “Arthritic and Musculoskeletal Conditions”.

2. Print of the Sumarise Graphs work sheet. Summarise the trends identify from the graphs.

3. Read the article on Christina’s arthritis battle.

4. Match the social determinates that are linked to an increased risk of developing arthritis or other musculoskeletal conditions to their examples.

Resources:
Close Passage: Arthritic and Musculoskeletal Conditions
Australian Institute of Health and Welfare
Arthritic and Musculoskeletal Conditions


http://www.aihw.gov.au/arthritismsk/index.cfm

Arthritic and Musculoskeletal Conditions

Arthritis and musculoskeletal conditions include _________ or conditions involving joint inflammation, loss of ________ density, bone fractures and soft tissue injuries including sprains and strains. Major symptoms of these conditions are pain, stiffness, disability and __________.

Arthritis occurs in various forms, of which ____________ and rheumatoid arthritis are the most common. Some other types of arthritis include juvenile arthritis, ankylosing spondylitis, reactive arthritis, gout and psoriatic arthritis. Back pain and osteoporosis are other common _____________ conditions. Osteoporosis is a significant contributor to fractures in ___________ persons.

The high _________ and _________ costs and the limitations on activity and ability associated with arthritis and musculoskeletal conditions have led to their identification as a National Health Priority Area (NHPA) by the Australian ___________.

The AIHW has established the

National Centre for Monitoring Arthritis and Musculoskeletal Conditions to monitor these conditions, their impact on individuals and the_________, and the outcomes of health improvement strategies.

Word Bank:
Illnesses
social
bone
economic
osteoarthritis
Older
deformity
community
musculoskeletal
Governments

Summarise Graphs:
Australian Institute of Health and Welfare
Arthritis and Musculoskeletal Conditions in Australia 2005
http://www.aihw.gov.au/publications/phe/amca05/amca05.pdf

Summarise Graphs

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Social Determinates of Arthritis and Musculoskeletal Conditions

Soical Determininates: Age, Gender, Geographical Location, Socio-economic Status, Education, Employment, Culture.

........Gender....................................

• Females are more likely to develop osteoarthritis, rheumatoid arthritis and osteoporosis
• Back pain is more commonly reported by males

..........................................

• The prevalence of arthritis and musculoskeletal conditions is higher in people of a low socio-economic status
• Management of osteoporosis includes appropriate nutrition and exercise regimes with an avoidance of tobacco and excessive alcohol consumption
• Having less access to medical facilities for care and treatment of illness and conditions

.........................................

• Decreased access of medical centers to seek assistance with medical care

........................................

• Most arthritic and musculoskeletal conditions are connected with those age 65 and over
• As the rate of incidence increases with age, due to the aging population the number of diagnosed conditions and illness increases

.........................................

• Decreased awareness and understanding of osteoarthritis, rheumatoid arthritis and osteoporosis
• Having awareness of risk factors, signs and symptoms along with treatment

........................................

• Young indigenous Australians have a higher prevalence of conditions than non-indigenous

........................................

• Back pain is the most commonly reported musculoskeletal condition
• People who have heavy load lifting responsibilities are more likely to report back pain
  

Source: Able Publishing (2006). 2 Unit Personal Development, Health and Physical Education: HSC Course Core 1, Health Priorities in Australia. Able Publishing Pty. Cherrybrook

Rationale:
This task affords students the opportunity to develop comprehension and appreciation of the extent of arthritic and musculoskeletal conditions within Australia. The task also allows students to gain a detailed understanding of what arthritis and other musculoskeletal conditions involve through the close passage activity, whilst exploring the extent of the problem through the summation of trends detailed in the graphs. Reading a case study concerning a young female living with an arthritic condition provides students with the occasion to identify that all age groups can be affected by such disease or illness. Identification of the social determinates that increase an individual chance of developing arthritis or a musculoskeletal condition will also assist students to make informed and educated decisions concerning their health in the future.

Diverse Learners:
The task provides an opportunity for all learners to engage with the stimulus material effectively. Auditory learners are provided with a close passage that discusses arthritic and musculoskeletal conditions in Australia. Visual learners will be taught using the graphs provided in the worksheet. These students are able to view the extent of the health problem in easy to read and understandable graphs. The mix-and-match activity will allow kinesthetic learners to interact with the stimulus material through physically matching the social determinant to key points.


Reference List

Able Publishing (2006). 2 Unit Personal Development, Health and Physical Education: HSC Course Core 1, Health Priorities in Australia. Able Publishing Pty. Cherrybrook

Australian Institute of Health and Welfare. (Unknown). Arthritis and Musculoskeletal Conditions. Accessed on October, 29th 2008. Accessed at http://www.aihw.gov.au/arthritismsk/index.cfm

Australian Institute of Health and Welfare. (2005).Arthritis and Musculoskeletal Conditions in Australia 2005. Accessed on October 29th 2008. Accessed at http://www.aihw.gov.au/publications/phe/amca05/amca05.pdf

NSW Board Of Studies. (2001). Personal Development, Health and Physical Education: Preliminary and HSC Course. Board of Studies NSW: Sydney.

Injury

Health and Personal Development Stage 6: Extent of Injury
Monday, October 27, 2008


Syllabus Objectives:
9.1 HSC Core 1: Health Priorities in Australia
Critical Question: What are the priority areas for improving Australia’s health?

Students Learn About:
· Priority areas for action
- Injury
· The four Priority areas selected
- Extent of the problem (trends only)

Students Learn To:
· Examine the current AIHW report, Australia’s Health to determine why the seven areas were selected as priorities.
· Identify and draw on current and reliable sources of information to research and analyse four of the priority areas. All students must study CVD, cancer and two other health priorities chosen from the four remaining areas.

7.2 Key Competencies:
Collecting, analyzing and organizing information
Solving problems

KLA Integration:
Analysis skills will be developed through completion of task with emphasis also being placed on critical thinking. Students will be required to construct calculated statements regarding the extent of injury in Australia. Not only will analysis and critical thinking skills be utilised here but also during various other Higher School Certificate subjects as well as beyond the school years. This task will provide students with the opportunity to make informed decisions regarding their health and welfare. Students will furthermore expand their knowledge base on the “basic mathematical concepts in the interpretation of data, trends and related epidemiology” (NSW Board of Studies, 2001).

Scope of Task:
1. Read the passage discussing ‘injury’ and write down key points/ideas/words found in the passage.

2. Reconstruct the passage in your own words using the notes you have made.

3. Record as many types of injuries that you can think of.
Note: Google ‘injuries list’ to identify types you may have missed.

4. Identify the worksheet tilted “Graphs and Explanations”. The first section inolves graphs relating to the extent of injury in Australia and the second involves explanations on the various trends.

5. Match the graph to the explanation for the health tends and paste worksheets into work books.

6. Complete the questions regarding the trends identified on injuries in Australia.

Resources:
Passage Discussing Injury
Why is injury prevention and control a National Health Priority Area?
http://www.aihw.gov.au/nhpa/injury/index.cfm


Worksheet Graphs and Explanations
Injuries In Australia: A Snapshot 2004-2005
Australian Bureau Of Statistics
Correct answers can be found on the wesite

http://www.abs.gov.au/ausstats/abs@.nsf/mf/4825.0.55.001



Worksheet: Graph and Explanations


a)





b)




c)




d)


e)




F)


1. The age group most likely to sustain a recent injury was the 0-14 with a reported prevalence of 25% (males 24%, females 25%).The likelihood of sustaining an injury within the previous four weeks declined with age to 10% of those aged 65 and over. Males reported a slightly higher prevalence of recent injury overall (19%) compared to females (18%), although this pattern varied across age groups



2. In 2004-05, 16% of those persons who received an injury in the four weeks prior to interview visited a doctor or other health professional regarding their injury. Only 5% of those injured visited a hospital. Of those who experienced a recent injury, 22% cut back on their usual activities because of the injury.



3. Mental disorders were the third leading cause of overall burden (13% of total Disability Adjusted Life Years (DALYs)) after cancers (19%) and cardiovascular diseases (17%).Neurological and sensory disorders (12%) were a larger contributor to total DALYs than injuries (9%).



4. The most common form of recent injury was that of an open wound (49% of all persons). Open wounds were a more common form of injury for males (53%) than for females (44%). The age group most likely to suffer from dislocations sprains or torn muscles/ligaments were the 25-34 years age group, where 20% of recently injured persons received this form of injury. In the 65 years and over age group, the common forms of injury included that of an open wound (53% of persons) and bruising (24%). Over one third (39%) of persons who were injured in the four weeks prior to interview injured their legs or feet, whilst one third (34%) of persons received injuries to the hands or fingers. Other common places of injury included arms and wrists (16% of persons) and the head (8%).



5. Leisure activities were the most common activity being undertaken when a person was injured (27% of all persons recently injured were undertaking leisure activity at the time of injury).
In the 0-14 year age group, 54% of injuries occurred during leisure activities. Sports activities accounted for 15% of injuries, while 12% of injuries received in this age group occurred while attending school. In persons aged 15 years and over, leisure activities (27%) was the most common activity being undertaken when an injury occurred in the four weeks prior to interview.



6. Injury death rates are relatively low in childhood. Mortality from all causes is low in this age group, but injury notably accounted for approximately 36% of all deaths between the ages of one and 14 years in 2004. Prominent external causes of death in childhood were drowning (especially for toddlers), transport injuries (especially as pedestrians and cyclists) and interpersonal violence (especially affecting infants). Injury is the main cause of death in the age range during which teenagers become adults. In 2004, 71% of all deaths of those aged 15–24 years were due to injuries, mainly due to transport injuries and suicide.


Discussion Questions:

1. Do you feel that there is a particular age group more at risk of sustaining an injury?
- Young males in road accidents
- Blue collar workers in relation to working in dangerous chemicals, environments, machinery
- Elderly as they have decreased balance and mobility
- Young children from drowning and transport accidents
- Aboriginals and Torres Strait Islanders
- Low socio-economic status with possibly a decreased education levels

2. Justify your answer using statistical evidence.

3. Account for the reasons why age groups are more at risk of sustaining an injury?
- Young males, increased risk taking behaviour
- Young females, peer pressure
- Elderly, falling over, decreased eye sight
- Low socio-economic status, decreased education level on risk taking behaviour

Rationale:
Completion of this task provides students with the opportunity to develop an increased understanding and awareness of the extent of injuries in Australia society. The task allows students to identify why injury prevention and control has been declared a Nation Priority Area and to the extent injuries impact on the health of Australians. Asking students to re-write the passage which discusses injury will assist the student to develop a personal comprehension of the issue. Completion of the mix and match worksheet activity will serve to promote retention of read information. The activity will also prompt students to be more conscious of the risks associated with injury and subsequently modify their personal behaviour to reduce exposure to the risk of an injury.

Diverse Learners:
The task provides an opportunity for all learners to engage with the stimulus material effectively. Auditory learners are provided with a read-aloud close passage that discusses the overall extent of injury in Australia. Visual learners will be assisted by the use of the graphs provided on the worksheet as students are able to view the extent of the problem in easy to read and understand graphs. The mix-and-match activity allows the kinesthetic learner to interact with the stimulus material by having to physically complete the matching of the graph to the relevant explanation.

Reference List
Australian Bereuo of Statistics. (2006). Injury in Australia: A Snapshot, 2004-2005. Accessed on October 25th 2008. Accessed at http://www.abs.gov.au/ausstats/abs@.nsf/mf/4825.0.55.001

Australian Institute of Health and Welfare. (2005). Injury prevention and control. Accessed on October 25th 2008. Accessed at http://www.aihw.gov.au/nhpa/injury/index.cfm

NSW Board Of Studies. (2001). Personal Development, Health and Physical Education:
Preliminary and HSC Course. Board of Studies NSW: Sydney.

Mental Health

Health and Personal Development Stage 5: Understanding Mental Health
Friday, October 24, 2008

Syllabus Objectives:
Strand 3: Individual and Community Health
Outcome 5.6 A students analyses attitudes, behaviours and consequences related to health issues effecting young people.

Students Lean About:
· Mental Health
- Understanding mental health

Students Learn To:
· Challenge negative community perceptions of mental health and identify reasons why these have developed

Skill Outcome:
5.11 Adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations
5.16 Predicts potential problems and develops, justifies and evaluates solutions.

KLA Integration:
To develop a classroom environment were students feel safe and are encouraged to express their ideas and opinions are linked to civics and citizenship. Civics and citizenship involves students “clarifying personal values related to discrimination and develop a respect for the rights and dignity of all people and a commitment to social justice” (NSW Board of Studies, 2003). In this task mental health will be considered a social justice issue as people in society with mental illness are considered vulnerable and sometimes do not have the cognitive skills or finances to seek the assistance they require.

Scope of Task:
1. Research three definitions of mental health, using three different sources. Sources may include the internet, a dictionary, magazine or any other source.

2. Compare and contrast the three definitions of mental health
Note: how the definitions are different, this may be due to mental health incorporating numerous diseases and psychological disorders.

3. Develop your own definition for mental health.

4. Create a mind map titled “Mental Health”. Recall all information you already known about mental health.
Note: Information may include any organization that offers assistance such as
“Beyond Blue” or celebrities that have admitted to a mental illness for example
Heath Ledger.

5. Listen to the lyrics of the Pearl Jam song “Jeremy”.

6. Read the newspaper article associated with the death of Jeremy Wade Delle in 1991.

7. Complete the discussion question on Jeremy’s mental health.

8. Complete the discussion concerning the stigma associated with mental health.

Resources:
Song Lyrics of Pearl Jam
Jeremy, Pearl Jam
http://www.metrolyrics.com/jeremy-lyrics-pearl-jam.html


Jeremy Wade Delle Article
Bobbie Miller
http://users.aol.com/pearljam92/rockin/pj/jeremy1.htm


Discussion Questions: Jeremy’s Mental Health
1. Outline the factors that may have contributed to Jeremy’s mental health issues.
- Feelings of isolation
- Moving schools
- Having no friends
- Feeling like he has no one to talk to

2. Explain the individuals that were affected by Jeremy’s death and outline the ways these people were affected.
- His parents, through lose of their son
- Himself, by no longer being alive
- Peers, having witnessed his actions and feeling guilty for not being his friends
- Teacher, having witnessed his actions, feelings of guilt for not noticing his need for help
- Future students of the school having to be being continually reminded of a previous students actions


Class Discussion Questions: Stigma of Mental Health
Is there a stigma attached to having a mental health problem?

List the different terms used to describe an individual with mental a health issues or illness?
- Loser
- Wako
- Drop kick
- Freak
- Mad
- Lunatic

Outline different strategies to combat the stigma associated with mental illness within the community?
- Support friends and families of suffers
- Educate people throughout life about mental illness
- Promote mental health in all stages of life
- Address discrimination in every day life
- Provide high quality support and services
- Treat mental illness like any other illness


Rationale:
This task is designed to provide students with the opportunity to further develop an increased understanding and awareness of the concept of Mental Health. Completion of this task affords students the ability to develop a suitable definition for mental health and understand the consequences and stigmas associated with mental health. Researching the definition of mental health will provide students with an understanding of the extent of mental illness in society. Listening to the recommended song lyrics and linking the content to the newspaper article allows students to determine the possible consequences of untreated mental illness. By students brain storming ideas for reducing the stigma associated with mental health will assist to decrease the fear and uncertainty that relates to mental health issues within the community.

Diverse learners:
This task will cater to the learning needs of all students. The task assists auditory learning by allowing them to listen to lyrics to note the negative outcomes of mental illness. Visual learners are accommodated by inclusion of the newspaper article and mind map creations. Kinesthetic learner needs are also included by the physical movement of tying together the information from the lyrics and the newspaper article to answer the discussion questions.


Reference List
Bobbi Miller. (Unknown). Richardson Teen-Ager Kills Himself in Front of Classmates. Accessed on October 24th 2008. Accessed at http://users.aol.com/pearljam92/rockin/pj/jeremy1.htm

Metro Lyrics. (2004). Pearl Jam Jeremy Lryics. Accessed on October 24th 2008. Accessed at http://www.metrolyrics.com/jeremy-lyrics-pearl-jam.html

NSW Board of Studies. (2003). Personal Development, Health and Physical Education: Years 7-10 Syllabus. Board of Studies NSW: Sydney

Cancer

Health and Personal Development Stage 6: Cancer
Tuesday, October 28, 2008

Syllabus Outcomes:
9.1 HSC Core 1: Health Priorities in Australia
Critical Question: What are the priority areas for improving Australia’s health?

Students Learn About:
· Priority areas for action
- Cancer
· The four Priority areas selected
- Nature
- Risk Factors
- Groups at Risk

Students Learn To:
· Examine the current AIHW report, Australia’s Health to determine why the seven areas were selected as priorities
· Identify and draw on current and reliable sources of information to research and analyse four of the priority areas. All students must study CVD, cancer and two other health priorities chosen from the four remaining

7.2 Key Competencies:
Communicating ideas and information
Using technology

KLA Integration:
The planning and organizing skills of students will be assessed using an activity to develop a Cancer Awareness Poster. Students are required to apply technological resources for the creation of the poster. This activity will engage students in utilising technology as well as developing skills to gain further information relating to cancer. Students will be subsequently equipped with knowledge and awareness of cancer that will allow the individual to make informed decisions regarding their own heath and welfare for the future.

Scope of Task:
1. Read the Cancer Councils Facts and Figures Sheet

2. Watch the interview between Andrew Denton and Jane and Glen McGrath. The interview discusses Jane’s reaction to her primary diagnosis of breast cancer.

3. Create a cancer awareness poster for a priority area cancer. Priority area cancers include:
i. Lung cancer
ii. Colorectal cancer
iii. Melanoma
iv. Non-melanocytic skin cancer
v. Prostate cancer
vi. Cervical cancer
vii. Breast cancer
viii. Non-Hodgkins lymphoma

4. Select one specific cancer and research its nature, risk factors and groups at risk to use on the poster.


Resources:
Cancer Council Facts and Figures
Cancer in Australia

http://www.cancer.org.au/aboutcancer/FactsFigures.htm


Interview
Andrew Denton interviewing Jane and Glen McGrath

http://www.youtube.com/watch?v=1mLR4E_iOH8

Cancer WebPages
If you are experiencing difficulty finding relevant information the following websites may be helpful:

http://www.cancer.org.au/Home.htm - All cancers
http://www.cancer.gov/ - All cancers
http://www.healthinsite.gov.au/topics/Cancer - All cancers
http://www.cancercouncil.com.au/ - All cancers
http://www.health.nsw.gov.au/topics/lungcancer.html - Lung cancer
http://www.cancer.org.au/aboutcancer/cancertypes/colorectalcancer.htm - Colorectal Cancer
http://www.melanomafoundation.com.au/ - Melanoma
http://www.melanoma.com/ - Melanoma
http://www.healthinsite.gov.au/topics/Skin_Cancer - Non-melanocytic Skin Cancer
http://www.springerlink.com/content/m2w3269121p70068/ - Non-melanocytic Skin Cancer
http://www.prostate.org.au/ - Prostate Cancer
http://www.cervicalcancer.com.au/ - Cervical Cancer
http://www.nbcf.org.au/ - National Breast Cancer Foundation
http://www.nbcc.org.au/ - National Breast Cancer Centre
http://www.lymphoma.org.au/content/?id=15 – non-Hodgkins lymphoma

Rationale:
This task provides students with an opportunity to develop a detailed understanding and knowledge of the various cancers that have been identified as a national health priority. The task allows students to research and explore current and reliable information sources regarding the nature of cancer, risk factors and specific groups at risk. Requesting students to watch the interview of Jane and Glen McGrath will assist them to identify how cancer affects every day Australians and why the disease needs to be addressed as a National Health Priority Area.

Diverse Learners:
The task provides all students with the opportunity to connect with the stimulus material successfully. Auditory learners are provided with the opportunity to listen to the interview regarding the effects of being diagnosed with cancer. Visual learners are able learn from reading information on the internet and from the detail on the final posters. The making of the poster will assist kinesthetic learners to retain information as they have to physically gather the information required than design and develop the poster.


Reference List

NSW Board of Studies. (2001). Personal Development, Health and Physical Education: Preliminary and HSC Courses. Board of Studies NSW: Sydney.

Cancer Council Australia. (2008). Facts and Figures. Accessed on October, 28th 2008. Accessed at http://www.cancer.org.au/aboutcancer/FactsFigures.htm

Unknown. (Unknown). Jane discusses the moment she was first diagnosed with breast cancer. Accessed on October 28th 2008. Accessed at http://www.youtube.com/watch?v=1mLR4E_iOH8

Drug Education

Health and Personal Development Stage 5: Drug Use
Thursday, October 23, 2008


Syllabus Objective:
Strand 3: Individual and Community Health
Outcome 5.6 A Students analyses attitudes, behaviors and consequences in relation to health issues effecting young people.

Students Learn About:
Drug Use
- consequences of illicit and unsanctioned drug use
Students Learn To:
Describe the short and long term effects of illicit drug use on the individual and community.

Skill Outcomes:
5.11 Adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations
5.16 Predicts potential problems and develops, justifies and evaluates soluations

KLA Integration:
This task can be cross curricular linked to the stimulus material in Stage 5 curriculum as it provides the opportunity for students to develop key competencies including “effective living including future education, work and life in general” (NSW Board of Studies). Students will also note the short and long term effects of drug use that will assist them to make informed and educated decisions regarding their health for their future beyond their schooling.



Scope of Task:
1. Use a computer application to complete a column graph to represent the statistics on illicit drug use by Australian teenagers (12-17 Years). Students should therefore make two columns firstly for the 12-15yrs and secondly for 16-17yrs). Therefore students should disregard information involving individual above the age of 17yrs.

2. Read the following information concerning depressants, stimulants and hallucinogens before completing the mix and match activity.

3. Read the poem and website information provided prior to completing the worksheet relating to identification of side affects of illicit drugs

4. Complete the discussion questions



Resources:
Computer Application Statistics:
Statistics on Drug use in Australia, 2006
Australian Institute of Health and Welfare
http://www.aihw.gov.au/publications/phe/soduia06/soduia06.pdf


Depressants, Stimulants and Hallucinogens Resource
Click on “Party Drugs”

http://www.swinburne.edu.au/stuserv/health/resources/drugs.html#party


Worksheet: Mix and Match Activity
Complete the mix-and-match activity that classifies dugs according to the effect on the body. Match each drug to either depressants, stimulants or hallucinogens

- Amphetamines
- Alcohol
- Heroin
- LSD
- Caffeine
- Cocaine
- Cannabis
- GBH
- Ketamine
- Nicotine
- Ecstasy
- Magic mushrooms
- Rohypnol
- Inhaling glue
- Slimming drugs

Source: Able Publishing. (2005). Personal Development, Health and Physical Education Workbook. Able Publishing Pty. Cherrybrook NSW.

A Poem from a Drug Addict
The Monster That’s Inside of Me
Ref: December 98 heroInsight

http://www.fds.org.au/poem_dec98_01.html



Short Term and Long Term Effects of Drug Use
Facts and Figures
GreenFacts
Effects of long term drug use
http://www.greenfacts.org/en/psychoactive-drugs/figtableboxes/table-4-greenfacts.htm



Drug Worksheet: Depressants

Identify the potential side effects of depressants, stimulants and hallucinogenic drugs a person using may experience. For each of the cartoon characters highlight the signs and symptoms of drug use and link it to the body part effected.

Drug Worksheet: Hallucinogens

Drug Worksheet: Stimulants

Discussion Questions:

1. List and explain the short term effects of depressant, stimulants and hallucinogens?

Examples:
Drug
Effect
Depressants
- relaxation
- slowed speech
- slowed reaction
- poor concentration
- slow breathing
- participation in unsafe behaviour

Stimulants
- headache
- increased body temperature
- state of panic
- pimples
- increased blood pressure
- increased heart rate
Hallucinogens
- jaw clenching
- chills
- trembling
- decreased heart rate
- poor coordination
- numbness

2. Highlight other adverse outcomes of drug usage?
- social
- emotional
- psychological
- physical
- cultural

Rationale:
Completion of this task will further develop the student’s level of understanding and awareness of illicit drug usage in Australia. Education provided includes the identification of the various classifications of drugs along with the short and long term adverse effects of the drugs used. As a result of students creating their own graph they are experimenting with mathematical skills as well as exploring statistics relating to drug use in Australia. Completion of the mix-and-match activity provides students with the opportunity to determine the differences between depressants, stimulants and hallucinogenic drugs. Students will gain the knowledge of how the human body responds to the various illicit drugs. The poem used attempts to provide a pseudo connection between students in the classroom and a youth using heroin. Students may find reading the poem an alternative method to gain an understanding of the implications of drug use. The discussion questions were designed so that students will develop an understanding of the numerous side effects of drug use including those of physiological, social and psychological.

Diverse Learners:
This lesson caters for visual learners as students note the side effects of drug use around the pictures. Auditory learners are accommodated through reading of the poem out loud which allows identification of the different effects of drug use on the particular person. Visual learners are able to view the short term effects of drugs by the creation of a mind map of the drug effects around each cartoon character. For Kinesthetic learners by physically moving the specific drugs under the heading of depressant, stimulant and hallucinogens caters to their learning style is addressed. This activity provides an opportunity for all students to gain the relevant syllabus information.



Reference List
Able Publishing. (2005). Personal Development, Health and Physical Education Workbook. Able Publishing Pty. Cherrybrook NSW.

Australian Institute of Health and Welfare. (2006). Statistic of Drug Use in Australia, 2006. Accessed on October 23rd 2008. Accessed at http://www.aihw.gov.au/publications/phe/soduia06/soduia06.pdf

Family Drug Support, Jason. (Unknown). The Monster. Accessed on October 23rd 2008. Accessed at http://www.fds.org.au/poem_dec98_01.html

GreenFacts. (2008). Figures and Tables. Accessed on October 23rd 2008. Accessed at http://www.greenfacts.org/en/psychoactive-drugs/figtableboxes/table-4-greenfacts.htm

NSW Board of Studies. (2003). Personal Development, Health and Physical Education: Years 7-10 Syllabus. Board of Studies NSW: Sydney

Swinbune. (2008). Resources - Drugs and Alcohol. Accessed on October 23rd 2008. Accessed at http://www.swinburne.edu.au/stuserv/health/resources/drugs.html#party