k-6 drug education resource -...

K-6

Drug

Education

ResourceCurriculum material to support teaching and learning in Personal Development,

Health and Physical Education

Early Stage 1 to Stage 3

Third edition

2

© 2001 New South Wales Department of Education and Training

Third EditionFirst Published 1997Second Edition 2000Third Edition 2001

RESTRICTED WAIVER OF COPYRIGHT

The printed material in this publication is subject to a restricted waiver ofcopyright to allow the purchaser to make photocopies of the materialscontained in the publication for use within a school, subject to theconditions below.

1. All copies of the printed material shall be made without alteration orabridgment and must retain acknowledgment of the copyright.

2. The school or college shall not sell, hire or otherwise derive revenuefrom the copies of the material, nor distribute copies of the material forany other purpose.

3. The restricted waiver of copyright is not transferable and may bewithdrawn in the case of these conditions.

Second and Third Edition

Project Coordinator: Valerie Hanson

Writers:Valerie Hanson Donna Wright

Contributions:Lyn Crofts Chris Osborne

First Edition

Project Coordinator: Valerie Hanson

Writers:Valerie Hanson Yvonne MitchellLyn Crofts Sue Wickson

ISBN 0 7313 5963 1SCIS 1002269

3

Contents

IntroductionRationale 4Role of parents in drug education 4About this resource 4Scope and sequence 6Where else can I get assistance? 8

Early Stage oneUnit overview - Outcomes, Indicators, Content Strands, Overview of lessons 9Unit One All about medicines 10

Stage oneUnit overview - Outcomes, Indicators, Content Strands, Overview of lessons 16Unit One Medicines and me 17Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 26Unit Two Keeping myself safe around medicines 28

Stage twoUnit overview - Outcomes, Indicators, Content Strands, Overview of lessons 38Unit One Drugs affect me 40Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 62Unit Two Drugs affect me and others 64

Stage threeUnit overview - Outcomes, Indicators, Content Strands, Overview of lessons 82Unit One Keeping myself safe around drugs 84Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 110Unit Two Making decisions about drugs 112

Background InformationClassroom practices 135Poems 136Decision Making 137Role Play 138Major decisions on smoking and tobacco 139Legal aspects 140Types of drugs 141Caffeine 143Tobacco 145Alcohol 147Types of alcoholic drinks 148

Glossary 150

INTRODUCTION

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Introduction

The New South Wales Department of Education and Training has a responsibility to promote thehealth and wellbeing of students within its care.

Government schools promote the health of students within the context of Student Welfare and thePersonal Development, Health and Physical Education (PDHPE) curriculum. Together they provide aframework for preventive and support programs which aim to meet the social, physical and emotionalhealth needs of students.

Rationale

Students in the primary years of schooling are exposed to the influences of media advertising andgeneral community practices in the use of legal and illegal drugs. It is now widely recognised thatlegally available drugs, particularly alcohol and tobacco, cause most harm to the community. The useor misuse of these substances, as well as medications may impair physical, intellectual, emotional andsocial development.

This resource aims to assist in the development of knowledge and understanding, skills, and valuesand attitudes of students to make informed decisions about drugs. The context for students to exploreissues relating to drugs is within PDHPE programs.

Students who are identified as at risk of hazardous drug use, including use of illegal drugs, need to beprovided with additional support from schools in collaboration with community health services.

Role of parents in drug education

Parent and community awareness and support for the school’s approach to teaching drug education, asan important part of PDHPE, should be encouraged.

Adult role modelling is a very powerful message to young people in the use of drugs. Parents play amajor role in drug education and should be encouraged to discuss with the school positive ways ofenhancing the school’s education programs.

About this resource

This resource has been developed to support the implementation of drug education within schoolPersonal Development, Health and Physical Education (PDHPE) programs.

Seven units of work are provided, linked to relevant outcomes and content strands of the PDHPEK-6 syllabus.

The content strands from PDHPE which relate specifically to drug education and provide studentswith knowledge, attitudes and skills that will enable them to understand the harms associated withdrug use are:

• Growth and Development

• Interpersonal Relationships

• Personal Health Choices

• Safe Living.

This resource suggests activities to assist students to work towards achieving the outcomes of thePDHPE syllabus.

The units of work are divided into a series of lessons. The activities within the lessons may need to bemodified according to the needs and interests of students and school community. They may be taught

INTRODUCTION

5

as discrete units, or lessons from them may be integrated into existing lessons or units of work.Teachers should read through all activities prior to commencement as some preparation maybe required.

Units of WorkEach unit of work contains a unit overview and a series of lessons.

The Unit overview indicates relevant PDHPE syllabus outcomes, indicators and content strands relatedto each of the units. The specific subject matter from the syllabus addressed in the units of work is alsooutlined in this section.

The Lessons are set out with the following format:

Things to look for - can students:• a strategy which can be used to indicate the focus of the lesson or can be used to evaluate whether

the lesson achieved its purpose.

Resources• list of materials necessary for the lessons.

Organisation• indicates suggested class groupings.

Suggested activities• details the teaching and learning activities.

Teaching points• provides information to assist the teachers with background notes, guidelines or definitions.

Worksheets• activities to be completed by the students. They are located at the end of each unit.

Activity sheets• are to assist the teacher in the presentation of the lesson and are located also at the end of each unit.

Background informationClassroom practices and teaching strategies have been included.

Information on types of drugs, major decisions and legal aspects on smoking and alcohol have beencompiled for teachers’ reference. As well, facts on coffee, tobacco and alcohol including a briefdescription of their short-term and long-term effects and common myths associated with them havebeen included.

Further information

Information about drugs may be accessed through the NSW Office of Drug Policy website:www.druginfo.nsw.gov.au

INTRODUCTION

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Scope and Sequence

Syllabus Links

The activities in this resource link to the Board of Studies Personal Development, Health and PhysicalEducation, K-6 Syllabus. The objectives of this syllabus are outlined below:

Objectives

Values and Attitudes

To develop students’:

• appreciation of and acommitment to healthyand socially just waysof living.

Knowledge

To develop students’ knowledgeand understanding about:

• ways to enhance personal andcommunity health andwellbeing.

Skills

To develop students’ skills in:

• making, communicating andacting upon health decisions,and

• forming and maintainingpositive relationships.

INTRODUCTION

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Early Stage 1All about medicines

Drug Use

• safe use ofmedicines

• safe storage

• administration ofmedicines

• identifyingmedicines

Relationships

• people to go tofor help

Stage 1Medicines and me

Drug Use

• purpose ofmedication


• safe use ofmedication

Relationships

• people to go to forhelp

Families

• family roles

Keeping myself safearound medicines

Drug Use

• safe storage ofmedicines

• purpose ofmedication

• safe use ofmedication


Personal Safety

• people who can help

Home and RuralSafety

• hazards inside/outside home:poisons/fuels/guns

Emergency Procedures

• what to do in theevent of anemergency

Stage 2Drugs affect me

Drug Use

• identifying drugs- appropriate use

• administration andstorage of medicines

• tobacco- effects on the body- effects of passive

smoking

• alcohol- effects on the body

• labelling of drugs

Relationships

• support networks

Drugs affect meand others

Drug Use

• identifying drugs- appropriate use

• administration andstorage of medicines

• tobacco- effects on the body- effects of passive

smoking

• alcohol- effects on the body


Relationships


Stage 3Keeping myself safearound drugs

Drug Use

• definition, legaland illegal

• appropriate use,administration andstorage of medicines

• effects of drugs- caffeine- alcohol- tobacco


Making decisionsabout drugs

Drug Use

• definition, legal andillegal

• appropriate use,administration andstorage of medicines

• effects of drugsalcohol- tobacco

• media and drugs

• effects of drug usefor the community


Uni

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Uni

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Following is a suggested scope and sequence for including drug education intoPDHPE programs.

INTRODUCTION

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Where else can I get assistance?Drug education consultants are located throughout the state to assist schools in the planning,implementation and evaluation of drug education, provide policy advice, assist with curriculumsupport materials, and provide up-to-date information on resources.

Districts

Newcastle, Maitland, LakeMacquarie, Taree

Bondi, Port Jackson,St George, Sutherland

Tamworth, Armidale, Moree

Wagga Wagga, Albury,Deniliquin, Griffith

Wollongong, Batemans Bay,Queanbeyan, Shellharbour

Bathurst, Dubbo, Broken Hill,Orange

Fairfield

Parramatta, Granville, Ryde

Blacktown, Mt. Druitt, Penrith

Central Coast, Hornsby,Northern Beaches

Clarence / Coffs Harbour,Lismore, Port Macquarie,Tweed Heads/Ballina

Liverpool, Bankstown,Campbelltown

Location of drugeducation consultantsNewcastle District OfficeCnr Glebe and Brunker RoadsADAMSTOWN NSW 2289

Bondi District Office5 Wellington StBONDI NSW 2026

Tamworth District OfficeDSE Noel Park HouseLevel 1, Marius StreetTAMWORTH NSW 2340

Wagga District Office76 Morgan StreetWAGGA WAGGA NSW 2650

Shellharbour District OfficeCorner Shellharbour and LakeEntrance RoadsWARILLA NSW 2528

Bathurst State Office140 William StreetBATHURST NSW 2795

Fairfield District OfficeWolumba StreetCHESTER HILL NSW 2162

Parramatta District Office9 Albert StreetNORTH PARRAMATTANSW 2151

Mount Druitt District OfficeHindemith AveEMERTON NSW 2770

Hornsby District OfficeLevel 2, 20 George StreetHORNSBY NSW 2077

Lismore District OfficeBallina RoadGOONELLABAH NSW 2289

Liverpool District OfficeRoy Watts RdGLENFIELD NSW 2167

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Early Stage 1

Overview of lessons in this unitLesson 1 - What keeps us healthy?Lesson 2 - Who helps me stay healthy?Lesson 3 - What happens when we are sick?Lesson 4 - How do I stay safe in my home?Lesson 5 - What are the rules for taking medicines?

Unit One - All about medicines

EARLY STAGE 1 – UNIT ONE – OVERVIEW

Content strands

Personal Health Choices

Drug Use

• medicines

- administration of medicines

- identifying medicines

- safe use of medicines

- safe storage

Health Services and Products

• people who keep me healthy

- home

- community

Safe Living

Personal Safety

• responding to unsafe situations

Home and Rural Safety

• hazards inside/outside home

- poisons/fuels

Growth and Development

The Body

• looking after the body

Interpersonal Relationships

Relationships

• people to go to for help

Communication

• expressing needs, wants and feelings

• seeking help

Families

• family roles

Knowledge and Understanding

Displays basic positive health practices.(PHES1.12)

Demonstrates an emerging awareness of theconcepts of safe and unsafe living. (SLES1.13)

Skills

Identifies some options available when makingsimple decisions. (DMES1.2)


Refers to a sense of their own worth and dignity.(V1)

Sample indicators could include:

• discusses the safe use and storage ofmedicines

• prepares simple health messages

• discusses the safe use and storage ofmedicines

• identifies people who give them medicines.


• chooses between safe and unsafe situations.


• values themselves as an important member ofvarious groups.

Outcomes Indicators

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Unit One: All about medicines

Lesson 1: What keeps us healthy?

Things to look for - can students:• identify items that support a healthy lifestyle?

• work co-operatively in groups?

• analyse information and make decisions?

EARLY STAGE 1 – UNIT ONE – LESSON 1

Resources:• Butchers paper• Textas• Magazines• Scissors• Flashcards• Outlines of two students

Organisation

Whole Class

Small Groups

Individuals

Whole Class

Teaching points

Magazine pictures may include food,TV, clothes, shoes, confectionery,medicines, telephone, water, alcohol,soap, a stove, bed, sweets, friends,sporting equipment, pictures ofcigarettes or cigarette packets.

Suggested activities

Brainstorm the things we need to stayhealthy.

Suggestions may include food,drink, exercise, rest, cleanliness,fresh air, medicines.

Teacher has magazine pictures oradvertising brochures and flashcardsprepared with the headings:

• Healthy

• Unhealthy.

Students categorise pictures.

Teacher traces around two students.Inside the body outlines, pastepictures of healthy and unhealthylifestyles.

Display outlines with appropriatecaptions showing a healthy andunhealthy lifestyle.

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Early Stage 1


Lesson 2: Who helps me stay healthy?

Things to look for - can students:• identify people who assist them to stay healthy?

• identify healthy activities?

• appreciate the need to be healthy?


Resources:• Art paper• Paint• Large sheets

of paper

Organisation

Whole Class

Individuals

Teacher

Whole Class

Teaching points

Ensure that activities do not reinforcestereotypes. Students may need to beencouraged to think of alternativeexamples of caregivers. If a student,for example, suggests My mum looksafter me when I’m sick the teachermight encourage additionalconsiderations by posing Who elsemight look after you?

This activity is useful for thefollowing lesson.


Review the concepts of healthy andunhealthy lifestyles from previouslesson.

Discuss who has a healthy influenceon the students’ lifestyles andsituations where this may occur.

Examples may include:

• My dad makes my dinner.

• My brother helps me brushmy teeth.

• My sister plays with me in the park.

• My uncle takes me swimming.

Students paint a picture of a personwho helps them stay healthy. Teacherscribes student’s ideas or studentwrites ideas.

Teacher constructs a ‘Big Book’ titledKindergarten...is a healthy class,using the pictures the students havepainted.

Shared reading of the captions.

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Lesson 3: What happens when we are sick?

Things to look for - can students:• identify people from whom they should accept medicines?

• appreciate the importance of family life?

• articulate the value of positive relationships?

Resources:• Blank labels• Paper• Crayons

Teaching points

Refer to Background Information,page 138, on Role Play.

The teacher may need to provide anexample of a situation for role play,for example, One day I woke up andI found that I had a rash on my armsand legs. I felt very hot and dizzy.

Students are encouraged to suggestsubsequent situations for role plays.It is important that only appropriatebehaviours should be role playedby students, for example, takingmedicines from a doctor, parent,or caregiver.


Read ‘Big Book’ Kindergarten....is ahealthy class, made in previouslesson or discuss pictures painted inprevious lesson.

Discuss:

• what happens when I am sick?

• who helps me when I am sick?

• when I am sick and I need medicinewho gives it to me?

Role Play. I am feeling sick.Invent the story and the characters.Teacher writes labels to identifycharacters, for example, I am thedoctor. I am Dad. Decide appropriatespeech and interaction.

Allocate the labels and role play thescene.

Students complete the sentence:

‘............... helps me when I am sick’.

Draw the person who gives themthe medicines. Teacher or studentwrites the name of the person onthe drawing.

Display with the caption to indicatethat these people assist during illness.

Organisation

Whole Class

Whole Class

Whole Class

Individuals

Individuals

Whole Class


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Early Stage 1

Teaching points

Medicines should be stored in asecure place, preferably a lockedcupboard, out of the reach ofchildren.

Teaching instructions for Wall StoryActivity are on Worksheet 1, page 15.


Review previous lesson so thatstudents recall who administersmedicines.

Discuss:

• where should medicine be kept athome?

• why is this important?

Wall Story ActivityTeacher reads story taken fromWorksheet 1, Safe storage ofmedicines, page 15.

Brainstorm ideas to complete finalsentence, Then she put it awaysafely......

The teacher scribes severalappropriate suggestions onto strips ofpaper.

Students may illustrate the wall storyusing collage materials.

Teacher models text innovation bychanging words. For example,change the name of the sick child,mum to dad, she to he or to choicesgiven by students.

The teacher positions story wherestudents are able to change cards andmake themselves the central characterin subsequent activity times.

Organisation

Whole Class

Whole Class

Individuals

Whole Class

Individuals



Lesson 4: How do I stay safe in my home?

Things to look for - can students:• identify people who can administer medicines?

• identify safe and unsafe practices for storing medicines?

• work co-operatively with others?

Resources:• Worksheet 1

Safe storage ofmedicines, p.15

• Collage material• Butchers paper• Cardboard• Strips of paper

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Lesson 5: What are the rules for taking medicines?

Things to look for - can students:• appreciate that medicines are to be taken only by the person

for whom they are prescribed?

• identify situations that may lead to problems?

• understand the need for responsible behaviour?

OrganisationWhole Class

Whole Class

Whole Class

Whole Class

Teaching points

Students may suggest sharing itemssuch as books, games or food.Students may suggest items such asswimming costumes, underclothes,birthday presents, medicines as itemsnot usually shared. This activityhighlights that there are some itemsthat are not shared, such asmedicines.

The teacher may emphasise theconcept of caring for friends atschool when they are sick anddemonstrate the first aid procedures.

Suggested activitiesReview the concept that medicinesmust be stored safely by reading thetext from the Wall Story activity.

Introduce the concept of ownershipand sharing. Display various itemssuch as fruit, a toothbrush, a comb,asthma puffer, books and medicines.

Discuss:

• what do you own that you can sharewith other people? Why?

• what do you own that you do notshare? Why?

Discuss reasons for student choices.Emphasise: medicines should not beshared, and explain why.

Discuss where first aid materials(antiseptics, tweezers) are kept atschool and the rules associated withtheir use.

Visit the first aid area.

Meet the person responsible for firstaid, for example, school support staff,Aboriginal Education Assistant.

Discuss the procedures followed inthe first aid area.

Resources:Various items:• toothbrush• fruit• asthma puffer• clean, empty cough

medicine bottle• books.


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Early Stage 1EARLY STAGE 1 – UNIT ONE – LESSON 4 – WORKSHEET 1

Safe storage of medicines

Story:

Page 1:

Colin was sick in bed. The doctor came to visit.

Page 2:

His mother talked to the doctor. Colin had to take medicine.

Page 3:

Colin’s mum gave the medicine to Colin .

Then she put it away safely...

Words where innovation on text may occur.

Teaching Instruction

1. Write story onto three pages.

2. Teacher reads story with class.

3. Students brainstorm ending to final sentence.

4. Teacher records several suggestions on strips of paper.

5. Extra names/blank strips available for use in text innovation. Students suggestalternatives.

6. Students may illustrate using collage material.

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Outcomes Indicators


Communication• expressing needs, wants and feelings• active listening skills• showing concern for others

Families• family roles

Groups• working with others

STAGE 1 – UNIT ONE – OVERVIEW

Unit One - Medicines and Me

Content StrandsPersonal Health Choice

Health Services and Products• people who keep me healthy

- home

Drug Use• purpose of medication• safe use of medication• administration of medicines• safe storage of medicines

Safe Living

Personal Safety• safe/unsafe situations

Home and Rural Safety• hazards inside/outside• safe handling of substances/animals


The Body• body care and maintenance


Recognises that positive health choices canpromote well being. (PHS1.12)

Identifies the ways in which they communicate,co-operate and care for others. (IRS1.11)

Skills

Communicates appropriately in a variety ofways. (CS1.1)


Increasingly accepts responsibility for personaland community health. (V4)


• identifies appropriate use, administration andstorage of different types of medication

• explains why different people are importantto them

• demonstrates ways to care for others.


• discusses how to store medicines safely

• creates a picture about people who give themmedicine.


• appreciates the need for safe practices in arange of situations and environments.

Overview of lessons in this unitLesson 1 - What happens when I am unwell?Lesson 2 - Who helps me when I am sick?Lesson 3 - How do we use medicines safely?Lesson 4 - How do my friends and I take medicines

safely?Lesson 5 - What is safe and unsafe around the home?

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Stage 1

Unit One: Medicines and me

Lesson 1: What happens when I am unwell?

Things to look for - can students:• identify situations when they have been unwell?

• communicate information efficiently?

• express feelings?


Whole Class

Individuals

Whole Class

Teaching pointsThe school librarian may suggest alist of suitable books, or teacher mayimprovise a story.

Teachers may need to revise thatmedicines can be:

• prescribed by doctors

• purchased ‘over the counter’

• administered by parents andcaregivers.

Suggested activitiesRead or tell a story containing acharacter who is sick.

Discuss situations/times whenstudents have felt unwell.

Examine the following:

• how did you feel?

• did you take any medicines?

• who gave you medicines?

• who decided if you tookmedicines?

Pictorially graph results of:

• who has been to the doctor?

• who has been to hospital?

• who has taken medicines?

Students paint a picture of themselvesor someone they know in hospital.Student and/or teacher writes captionunderneath, for example, Whathappens when I am unwell?

Display and discuss paintings.

Resources:• Story about being

sick, or takingmedicines

• Paper for graphs• Paper• Paints

STAGE 1 – UNIT ONE – LESSON 1

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Lesson 2: Who helps me when I am sick?

Things to look for - can students:• identify people who give them medicines?

• know where to go at school to get assistance?

• demonstrate appropriate procedures for helping someone?


Whole Class

Whole Class

Small Groups

Teaching pointsPictures may be accessed from thelibrary and could include pictures ofdoctors, nurses or ambulance officers.Other people who may help includefamily, relatives and schoolpersonnel. Ensure that pictures areculturally appropriate and reflect thediversity in school enrolment.

Role play could include scenarios of:

• a student has a headache whilst inthe playground

• a student has fallen off playequipment

• a student has cut him/herself

• a student has an asthma attack.

Suggested activitiesDisplay and discuss pictures ofmedical personnel who could helpwhen someone is sick.

Discuss:

• who are these people?

• how do they help us?

Discuss:

• how can you help if someonedoesn’t feel well at school?

Visit the school first aid area. Discussthe role of the carers and the schoolprocedures when students are sick orinjured.

Role play scenarios of a studenthelping another student at school.

Resources:• Pictures of medical

people, families


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Lesson 3: How do we use medicines safely?

Things to look for - can students:• give reasons for taking medicines?

• predict consequences of taking incorrect medicines?

• appreciate the need for responsible behaviour?


Whole Class

Individuals

Whole Class

Whole Class

Teaching pointsRefer to Glossary, page 150, forexamples of types of medicines.

Emphasis should be placed onstudents taking only their ownmedicines.

Rules for taking medicines:• only take own medicine• correct dosage/times• adult supervision• only taken when directed by doctor,

parent or caregiver.

Student must be able to identify theperson who usually gives themmedicines, for example, indicatingthat it is their grandfather by his curlyhair, the student’s childminder by his/her motorbike in the background ofpicture, the student’s mother by adistinctive long skirt, etc.

Suggested activitiesDisplay a variety of empty medicinecontainers, for example, tablets,liquids and inhalers.

Discuss why people use them andwhen they need to be used:

• who has taken medicine?• who gave it to you?• who looks after the medicines?• why is it so important to be so

careful with medicines?

Discuss the rules for takingmedicines at home.List ideas.

Students could predict what mighthappen if too much or not enoughmedicine is taken and who couldassist in this situation.

Complete Worksheet 1, Who gives memedicines? page 23, representing thesilhouette of the person who usuallygives medicine. Students add tosilhouette by drawing features of anadult who is giving them medicine.Students write the name of the personon the worksheet.

Display work or construct class book,People who give me medicines.

Resources:• Asthma inhaler• Medicine bottles and

packets• Large paper• Textas• Crayons• Worksheet 1 Who

gives me medicines?,p.23 (may be enlarged)


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Lesson 4: How do my friends and I take medicines safely?

Things to look for - can students:• make responsible decisions about medicines?

• describe friendly behaviour?

• discuss consequences of actions?


Individuals

Groups

Teaching points

It is important that students learn togenerate a range of possible solutionsas part of problem solving.Encourage students to think of asmany positive and negative choicesas possible.

Suggested activitiesRead Activity sheet 1, Friends dothings together, page 24, a storyabout sharing medicines.

Discuss:

• what do friends do for each other?

• how do they act toward oneanother?

• when do friends not do thingstogether?

Discuss Ben’s choices and the possibleconsequences of each choice.

Students draw a picture of themselvestaking medicines in the correctmanner.

Alternative activityStudents create a mask from paperplates for each character in the story,Activity sheet 1. Using masks, groupsof students interpret the scenarioFriends do things together.

Resources:• Activity sheet 1

Friends do thingstogether, p.24

• Paper plates• Materials to

decorate paperplates


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Stage 1

Organisation Teaching pointsSuggested activities


Lesson 5: What is safe and unsafe around the home?

Things to look for - can students:• identify what are safe and unsafe items?

• discuss why items are safe and unsafe?

• follow rules for playing a group game?


The Letter, p.25• Magazine pictures• Cards labelled safe

and unsafe• Pencils• Paper

Whole Class Similar folktales, legends orDreamtime stories may be substitutedif considered more culturallyappropriate.

Students sing a song and pretend tobe walking through the forest.

The teacher may use a ‘grandmothervoice’.

Drama ActivityThe teacher begins by showing theclass a letter from Little Red RidingHood’s grandmother, Activity sheet 2,The Letter, page 25.

Students discuss the letter and decideon their response (to go and helpgrandmother).

Students sing a song on the way.

They arrive at grandmother’s cottage,knock on the door and grandmotherinvites them in.

Grandmother explains that the wolfleft a terrible mess and she needs helpto sort it out and place the dangerousitems in a special cupboard out ofreach of wolves. This cupboard has akey.

Discuss:

• what types of things will be put inthe cupboard?

• why does the cupboard have a key?

• why do we have special places forunsafe things?

• where do you think grandmothershould put the key to the cupboard?


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Organisation Teaching pointsSuggested activitiesWhole Class

Whole Class

Individuals

Identification Game.Teacher places signs safe and unsafeat designated parts of the room.Teacher displays magazine picture orlabel.

Students decide whether object issafe or unsafe and move to theappropriate side of the classroom.

Letters may be individually written orbe written as a jointly constructedclass text.

The teacher shows magazine picturesof medicines, alcohol, householdproducts, food, furniture, a cigarettelighter.

Discuss and record:

• what can you see?

• what can you see that is safe?

• what can you see that is unsafe?

• where should the unsafe items bekept?

Play Identification GameStudents match magazine pictureswith labels safe and unsafe.

Students write a letter to Little RedRiding Hood’s mother telling herhow they have helped grandmother.

(Class may receive a thank you letterfrom grandmother).



Lesson 5: What is safe and unsafe around the home? (cont.)

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Stage 1STAGE 1 – UNIT ONE – LESSON 3 – WORKSHEET 1

Who gives me medicines?

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Friends do things together

Carlo and Ben are neighbours.

Carlo and his friend, Ben, like to do things together. When Carlo gets a new toy,Ben asks his mum to buy him one just the same. When Ben has peanut buttersandwiches for lunch, Carlo does too!

One day Ben is feeling very sick and has to stay home so he can visit the doctor.

Ben’s mother takes him to Dr Lee’s office and Dr Lee tells Ben he has aninfluenza virus. He gives Ben some medicine especially for his illness. Dr Leetells Ben and his mother how much medicine to take and the times when Benhas to take it. It is strawberry flavoured.

Dr Lee tells Ben and his mother that lots of children where they live have beensick but everybody is different and this medicine is only for Ben.

That afternoon when Carlo gets home from school, he goes to visit his bestfriend to find out how he is feeling. Ben is feeling better now and tells Carloabout his medicine. Carlo watches while Ben takes his medicine carefully withhis mother’s help.

When Ben’s mum has gone to read a book, Carlo asks Ben if he can have somemedicine.

What can Ben do?Teaching points: As a class, look at the choices Ben has and discuss the positive and negative

consequences of each choice.

Names should be changed if there are students in the class with the samenames.

STAGE 1 – UNIT ONE – LESSON 4 – ACTIVITY SHEET 1

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Stage 1

The Letter

Rose Cottage3 Wattle AveThe Forest

Dear.....

Yesterday a wolf came to visit. It pulled everything outof my cupboards and left a terrible mess on the floor.I think it was hungry and wanted something to eat.

I can’t remember where everything is kept. Will youcome to visit and help to sort out the mess?We could have honey cakes and chocolate milk formorning tea.

Please sing a song on the way so I know it isn’t the wolfcoming to visit again.

Love,Granny


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Unit Two - Keeping myself safe around medicines

STAGE 1 – UNIT TWO – OVERVIEW

Outcomes Indicators


Recognises that positive health choices canpromote well being. (PHS1.12)

Recognises that their safety depends on theenvironment and the behaviour of themselvesand others. (SLS1.13)

Skills

Recalls past experiences when makingdecisions. (DMS1.2)


Refers to a sense of their own worth anddignity. (V1)


• identifies appropriate use, administration andstorage of different types of medicines

• role plays what to do in an emergency eg dial000

• describes dangerous things they can see,reach and touch and ways of dealing withthem.


• predicts consequences of options in order tomake decisions

• discusses feelings others may have.


• appreciates the need for shared responsibilityand decision making

• appreciates the need for safe practices in arange of situations and environments

• values the need to work co-operatively.

27

Stage 1

Content Strands

Personal Health Choice


• people who keep me healthy

- home

- community

Drug Use

• purpose of medication

• safe use of medication

• administration of medicines

• safe storage of medicines

Safe Living

Personal Safety

• safe/unsafe situations


• hazards inside/outside home: poisons/fuels/guns

• safe handling of substances/animals

Emergency Procedures

• what to do in the event of an emergency


The Body

• body care and maintenance


Communication

• expressing needs, wants and feelings

• showing concern for others

Families

• family roles

• rights and responsibilities

Peers

• sharing

• co-operating

Overview of lessons in this unitLesson 1 - What should I do to get help?Lesson 2 - What needs to be kept in a safe place?Lesson 3 - How do my friends and I use medicines

safely?Lesson 4 - How can we store medicines safely?Lesson 5 - How do I know what is safe for me?


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Unit Two: Keeping myself safe around medicines

Lesson 1: What should I do to get help?

Things to look for - can students:• identify who could assist them in an emergency?

• seek help when needed?

• identify solutions for dealing with an emergency?

• appreciate that decisions must be made in an emergency?


Resources:• Butchers paper• Textas• Activity sheet 1

Mario, p.34

Whole Class

Small Groups

Whole Class

Whole Class

The teacher may scribe the scenarioonto the board, butchers paper ormake an overhead transparency.

Actions that Mario could takeinclude:

• removing the bottle from hissister’s reach

• calling his mum

• telling an older person.

The lesson assists students to identifytheir family support network.

This lesson assists students toidentify sources of support outsidethe family network, for example,the emergency 000 number.

Teacher and students read Activitysheet 1, Mario, page 34, a story abouta younger sibling drinking anunknown substance.

Discuss what Mario could do and theconsequences that could occur.

• Elected leader reports to class.

Using the same scenario discuss whatMario could do if there was not anadult in the house.

• Students brainstorm and list all thepeople they know who could helpincluding older siblings, next doorneighbours, grandparents.

• Teacher then highlights that somepeople may not be available, forexample, they are at work, they donot have a telephone.

• Eliminate from the list people thatMario could not contact.

Who else could help Mario if no onein the family network is available?

STAGE 1 – UNIT TWO – LESSON 1

29

Stage 1


Whole Class

Small Groups

Individuals

The teacher should explain thatpeople calling 000 will be asked:

• for the service they require, police,fire brigade or ambulance

• the nature of their concern.

Research into children’s use ofservices such as Kid’s Helpline andOperation Paradox shows that moreuse of services is made when childrenknow what to expect.

The teacher should model how tomake the 000 call before the studentspractise the procedure.

When making an emergency 000 call,students need to know:

• how to use the telephone

• their name and address

• when they would ring 000, forexample, if none of the student’snetwork is present, someone is notbreathing or you cannot wakethem up.

Students should be encouraged toinclude 2 people outside the familynetwork.

Discuss when to use the emergency000 number:

• when would you ring 000?

• who would answer 000?

• what would you say?

• how do you make a 000 phone callfrom a public telephone?

• do you need money to make a 000phone call from a public telephone?

The teacher role plays the responsethat would be received when usingthe 000 number.

Role play making an emergency000 call.

List the names on an outline of ahand or draw the faces of 5 peoplethat students could include in theirsupport network.


Lesson 1: continued...

Things to look for - can students:• understand and demonstrate ringing 000 emergency number?

• appreciate that support networks can assist in emergencies?

Resources:• Telephone• Paper• Pencils


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Resources:• Containers of

householdcleaners and toxicproducts

• Cards with namesof rooms on them

• Paper


Lesson 2: What needs to be kept in a safe place?

Things to look for - can students:• identify substances that need careful handling?

• identify substances that are stored in secure places?

• recognise situations which may lead to problems?


Whole Class

Whole Class incircle

Individuals

Whole Class

The viewing of the products should bestrictly supervised.

Teachers should ensure that allcontainer lids are securely in place.

Toxic products could include bleach,fly spray, dishwasher powder, ovencleaner, washing powder, toiletcleaner, paint stripper, methylatedspirits, weed killers, animal drenches,pesticides, chemical sprays andturpentine.

If the students indicate that theseitems are not kept in safe placessensitive discussion of the reasonsshould follow.

Discussion of risks involved in thestorage of toxic products and wordingin posters should include.....might happen, ........could happen.

Display containers of householdcleaning agents and toxic products.Discuss:

• what types of products are these?

• what do we use the products for?

• why are these products kept inspecial places?

• why do some product containershave special tops?

Categorise where these products arefound in the home, under theheadings: Kitchen, Laundry,Bathroom, Garage and Other.

Students design a poster to emphasisethe need for safe storage of toxicproducts.

Teacher discusses with students:

• wording

• colour

• layout.

Display posters in prominent place inthe school.

31

Stage 1


Whole Class

Individuals

Teacher may choose to make thisstory into class books for use in otheractivities. Students could illustrate.

Students should be encouraged tojustify their answers whereappropriate.

Letters can be published on acomputer and presented to anaudience or included in the schoolnewsletter or magazine.

Shared reading of the story onActivity sheet 2, Jane and Emily,page 35.

Discuss Activity sheet 2:

• what might have been worryingJane?

(If the opened medicine bottleand tablets on a chair are notmentioned then direct thestudents’ attention to them.)

• what could Jane do to help Emily?

(Answers could include, takeEmily a present of fruit, inviteEmily to a healthy lunch, makeEmily a get well card - againattention may have to be directedto the medicine and tablets, forexample, give them to Emily’smum.)

• would Jane caring about Emilymake her feel better? Why?

Imagine that your best friend is sick.

• Make a get well card.

• Write a letter to your friend.


Lesson 3: How do my friends and I use medicine safely?

Things to look for - can students:• identify the steps involved in making decisions?

• demonstrate safe practices?

• value their own health and that of others?

Resources:• Activity sheet 2 Jane

and Emily, p.35• Paper• Writing materials


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Whole Class

Individuals

Whole Class

The handling and viewing of anymedicines should be strictlysupervised.

Medicine containers could includebottles, packets, asthma sprays, tubesof cream.

Medicines can be purchased fromsupermarkets, chemists, shops.

If prescribed by a doctor they canonly be purchased at the chemist witha prescription.

Some medicines are stored in ‘childresistant’ containers.

Medicines should be kept out ofreach of children or in a cupboardthat can be locked.

This activity involves creative andlateral thinking, for example, thecupboard could have ‘child resistant’locks, secret drawers or slidingcompartments and positioned at least1.5m above the floor.

Display a variety of empty medicinepackages.

Discuss:

• what are the items?

• how do you know they aremedicines?

• where can you buy them?

• what are ‘child resistant’containers?

Discuss:

• where should we keep medicines?

• what can be done to keep you orother children safe aroundmedicines?

Predict consequences of unsafestorage.

Invent and design or make acupboard to store medicines andunsafe items.

Display the cupboard. Studentsexplain their cupboard design.


Lesson 4: How can we store medicines safely?

Things to look for - can students:• identify medicines?

• explain where medicines are stored?

• design a safe storage cupboard for medicines?

Resources:• Empty medicine

containers• Textas• Butchers paper• Scissors• Craft materials


33

Stage 1


Two Groups

Whole Class

It is important to emphasise thatmedicines should only be taken in theprescribed quantity and that they areonly to be taken by those for whomthey are prescribed.

Emphasise that poisons should neverbe drunk or swallowed by people.

Refer to Semantic web in BackgroundInformation, page 135.

Poisonous items include:

• bleach

• kerosene

• insecticides

• oven cleaner

• pool chemicals

• paint stripper

• degreasers

• paint

• pesticides

• weed killer

• floor polish

• animal drenches

• methylated spirits

• furniture polish

• mineral turpentine.

Discuss the differences betweenmedicines and poisons leading togeneralisations about them. DiscussActivity sheet 3, Poison sign, page 36.

Group 1 students are givenWorksheet 1, Poisons, medicines,others, page 37, and asked to list thenames of poisons, medicines andother household items.

Group 2 students brainstorm wordsthey associate with poison and makea semantic web.

Students share lists. The names offive poisonous items and fifteenmedicines and other household itemsare recorded on the blank steppingstones. Stepping stones for STARTand FINISH are also made.

Class sits in a circle.

Teacher scatters stepping stoneswithin the circle making sure STARTand FINISH are on opposite sides.

Students take turns stepping on thestones. They begin at START, avoidstones with the poison sign orpoisonous items on them and step onsafe stones to reach FINISH.


Lesson 5: How do I know what is safe for me?

Things to look for - can students:• identify differences between medicines and poisons?

• categorise items as medicines, poisons or other substances?

• recognise the poison sign?


Poison sign p.36• Worksheet 1 Poisons,

medicines, other, p.37• Paper• Stepping stones:

20 blank5 with poison sign1 with START1 with FINISH.


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Mario

Mario is eight years old and has been asked to lookafter his two year old sister while his mother isgardening.

Mario is watching television, but suddenly realisesthat his sister is not in the room. He goes looking forher and finds her sitting on the kitchen floor in front ofthe cupboard that is under the sink.

The cupboard door is open and she has taken out abottle. The top is off and the bottle is in her mouthwhen Mario walks into the kitchen. She holds it up tohim saying, “Yucky lemonade!”

What could Mario do?

STAGE 1 – UNIT TWO – LESSON 1 – ACTIVITY SHEET 1

35

Stage 1STAGE 1 – UNIT ONE – LESSON 3 – ACTIVITY SHEET 2

Jane and Emily

On Monday, Jane went to school and her best friendEmily wasn’t there. Jane felt lonely and sad all day.She sat with some other children in her class to eatlunch and they asked her to play a skipping game butit wasn’t the same as playing with Emily.

When Jane went home she asked her dad if she couldphone Emily and find out if Emily was coming toschool on Tuesday. Her dad said yes. Emily’s mumasked if Jane would like to visit Emily.

When Jane arrived at Emily’s house Emily was sittingup in bed. Her cough mixture and some tablets wereon a chair beside the bed. The top was off the coughmixture. Jane and Emily talked to each other for a longtime and Jane told Emily how lonely she had been atschool that day. Jane told Emily that she really hopedEmily would be well enough to come to school onWednesday.

When Jane got home she asked her Dad if she couldtalk to him because she was worried about Emily.

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Poison sign

37

Stage 1

Poisons, medicines, other

List the household items

Poisons Medicines Other

STAGE 1 – UNIT ONE – LESSON 5 – WORKSHEET 1

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38

Unit One - Drugs affect me


Outcomes Indicators


Discusses the factors influencing personalhealth choices. (PHS2.12)

Discusses how safe practices promote personalwell being. (SLS2.13)

Skills

Makes positive contributions in groupactivities. (INS2.3)

Values and Attitudes OutcomesIncreasingly accepts responsibility for personaland community health. (V4)


• identifies major steps involved in makingdecisions in regard to drug use eg tobacco

• identifies and discusses family practicesrelated to health and safety eg administrationand storage of medicines

• discusses why substances such as tobacco canbe dangerous to the body

• creates a poem on a particular safety issue egsafe play, smoke-free areas.


• works independently or in a group tocomplete activities

• participates in group discussions to list theharms relating to tobacco use

• helps others achieve set tasks

• displays tolerance in relation to individualdifferences eg level, ability, culture.


• values their health and safety and that ofothers


39

Stage 2Overview of lessons in this unitLesson 1 - What is a drug?Lesson 2 - What are medicines and who gives them

to me?Lesson 3 - How do we store and use medicines safely

in the home?Lesson 4 - How does smoking affect us?Lesson 5 - What can I do if someone is smoking

near me?Lesson 6 - What are alcoholic drinks and what do

labels tells us?Lesson 7 - What effect does alcohol have on the body?

Content Strands


Nutrition

• special needs

- illness eg diabetes, heart disease

Drug Use

• identifying drugs

- appropriate use

• administration and storage of medicines

• tobacco

- effects on the body

- effects of passive smoking

Safe Living

Personal Safety

• safe/unsafe situations

• organisations and networks

- people who can help


• safe and unsafe places

• safety with machines, appliances animalsand substances


The Body

• systems


Relationships


Communication

• appropriate expression of feelings

• communication in group situations

Families

• roles, rights and responsibilities

Groups


• co-operation and sharing


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40

Organisation Teaching pointsSuggested activitiesPairs

Whole Class

Individuals

Whole Class

Definition of a drug:

A drug is any substance which, whentaken into the body, alters its functionphysically or psychologically,excluding food, water and oxygen.World Health Organisation (WHO)

Refer to the Background Information,page 141, for types of drugs.

Tobacco, medicines and alcohol arethe drugs that will become the focusof all Stage 2 units.

Include all suggestions made bystudents, however, teacher highlightsthat the most widely used legal drugsare tobacco, alcohol, caffeine andmedicines which include analgesics(pain killers). The teacher explainsthat these are the drugs they will beinvestigating.

The teacher highlights that all thedrugs on Worksheet 1, page 50, arelegal. This Stage focusses on legaldrugs.

Share ideas on ‘What is a drug’?

Clarify thoughts and write adefinition of the word ‘drug’.

Report to class.

Class discusses and develops asimple definition upon which there isagreement.

Look up definition of the word ‘drug’in dictionary and compare with classdefinition.

Teacher records names of drugs.

Students complete Worksheet 1, Doesit contain a drug? page 50, byidentifying the products that contain adrug.

Discuss the drugs identified onWorksheet 1.

Can students identify other productsthat contain a drug?

Unit One: Drugs affect me

Lesson 1: What is a drug?

Things to look for - can students:• write a simple definition of a drug?

• identify products that contain drugs?

• contribute to group discussions?


Resources:• Paper• Pencils• Board or Butchers

paper• Dictionary• Worksheet 1 Does it

contain a drug? p.50

41


Whole Class

Small Groups

Whole Class

Whole Class

Whole Class

Individuals

Refer to Lesson 1 and Glossary,page 150, for definition of a drug.

Highlight that medicines can takedifferent forms, including powder,tablet, liquids and can be taken orally,or by injections.

The reasons people take medicinesinclude illness, headache, pain andhabit.

It is important that students are ableto identify an appropriate olderperson who is responsible foradministering medicines to them.

Highlight that people in the supportnetwork must be available,responsible and trustworthy.

The list created for Who could Marlygo to for help? could be a stimulusfor identifying student’s supportnetwork.

Students should identify five people,two of whom are readily accessible.

Review ‘What is a drug?’

Discuss:

• what do medicines look like?

• why do people use medicines?

Students brainstorm types ofmedicines. Teacher records on board.Examples of medicines are shown.

Discuss:

• who gives me medicines?

Examples may include parents,relatives, babysitter, school firstaid person.

Report and compile class list.

Teacher reads Activity sheet 1,Marly; a scenario about takingmedicines. Discuss questions onActivity sheet 1.

List all the people to whom Marlycould go for help (question 5).

Discuss the people that the studentscould go to for help (question 6).

Complete Worksheet 2, SupportNetwork, page 52, identifying peoplefrom whom they could get help.


Lesson 2: What are medicines and who gives them to me?

Things to look for - can students:• identify appropriate support network?

• list alternatives to drug use that are appropriate to them?

• predict consequences of taking medicines unsupervised?

Resources:• Examples of

medicines: packets,bottles, asthmainhaler

• Activity sheet 1Marly, p.51

• Worksheet 2 SupportNetwork, p.52


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42


Whole Class

Individuals

Whole Class

Small Groups

Individuals

Rules should be stated positivelywhere possible.

Examples could include:

• keep medicines in a lockedcupboard

• keep medicines out of the reach ofchildren

• keep bottles securely closed

• only adults I know give memedicine

• I only take my own medicine

• I always take the correct dosage.

Refer to Classroom Practices inBackground Information, page 136,for notes on poetic forms.

Revise the support network that thestudents formed in the previouslesson.

Discuss:

• how can medicines be kept safelyin my home?

• how can I use medicines safely?

Students develop two sets of rules:

• the safe keeping of medicines

• the safe use of medicines.

Class reaches consensus on basicrules.

Students publish sets of rules on‘medicine safety’ for display in thefirst aid area, notice boards incorridors, assembly hall, library orother appropriate places.

Alternative activityStudents write a poem using a formof poetry writing with which they arefamiliar, using the idea of safestorage of medicines, for example,Cinquain, Acrostic, Shape poems.


Lesson 3: How do we store and use medicinessafely in the home?

Things to look for - can students:• identify safe practices for storing and using medicines?

• share ideas and opinion with others?


Resources:• Pencils• Paper• Publishing

materials


43

Stage 2

Organisation Teaching pointsSuggested activitiesClass in a circle

Whole Class

Individuals

The teacher may need to revise theparts of the body as an introduction tothis activity.

The cards cut from Worksheet 3 maybe placed in an envelope for safekeeping. It is suggested wherepossible that this sheet be enlargedand printed on thick paper/card andlaminated to be reused.

The teacher may choose to displayempty cigarette packets.

Students may need to use a dictionaryto clarify the meaning of some words,for example, health hazard.

Refer to Major decisions on smokingand tobacco, page 139, inBackground Information foradditional health warnings.

Activity: How does smoking affect us?• Worksheet 3, Effects of smoking,

page 53, is cut up into individualcards and placed in two groups:a. Effects of smokingb. Parts of the body.

• Deal out the effects of smokingcards to students.

• Arrange the parts of the body cardsin the middle of the circle.

• Students match the parts of thebody cards and the effects ofsmoking cards.

• When all cards have been read andmatched the class reviews andagrees on the placements.

Brainstorm knowledge of what iswritten on cigarette packets, such asgovernment health warnings, packetsize and brand names.The teacher records replies.

Display Activity sheet 2, Cigarettepackets, page 54, on an overhead.Discuss the health warnings:• what do they mean?• why are they on the packets?• do you think that health warnings

influence people not to smoke? Why?

Create new health warnings forcigarette packets.


Lesson 4: How does smoking affect us?

Things to look for - can students:• identify parts of the body that are affected by tobacco?

• identify the warning signs on cigarette packets?

• appreciate they have a right to have a healthy environment?


Effects of smoking,p.53

• Activity sheet 2Cigarette packets,p.54

• Cigarette packets(optional)

• Overhead projector


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Whole Class

Groups

Whole Class

Because of the age and maturity ofstudents it is advised that the teacherwork with the class on each scenarioaddressing the following questions:

• Issues: what is the problem for theperson in the scenario?

• Choices: what can the person in thescenario do?

• Consequences: what will happenif . . . . . . . .?

• Decision.

Examples of responses are given forteacher information on Activity sheets4 and 5, pages 57-58. Students shouldbe encouraged to suggest choices andconsequences at all times.

A master copy of Worksheet 4,Decision making, used as anoverhead or enlarged, may assist theteacher.

Read aloud each scenario on Activitysheet 3, Scenarios, page 55.

Discuss the scenarios using theTeaching points or the notes onDecision making in the BackgroundInformation, page 137:

• Issues

• Choices

• Consequences

• Decision.

Using Worksheet 4, Decision making,page 56, class completes Decisionmaking proforma.

Alternative Activity

Class discusses Scenario 1.The teacher models how to completethe Decision making proforma,page 56.

Students complete remainingscenarios using Decision makingproforma.

Discuss group decisions for eachscenario. Students justify theirdecisions.


Lesson 5: What can I do if someone is smoking near me?

Things to look for - can students:• identify strategies for avoiding others’ smoke?

• analyse information and make decisions?

• understand that others have different opinions and values?


Scenarios, p.55• Worksheet 4 Decision

making, p.56• Activity sheets 4 and

5, SuggestedResponses forscenarios, p.57-58


45

Stage 2


Small Groups

Whole Class

Teacher or students collect pictures ofalcoholic and non-alcoholic drinksfrom magazines as an alternative tousing the Worksheet, Containers.

Examples of drinks include milk,cordial, fruit juice, beer, soft drink,water, sugar-free drinks, cola, rum,milkshakes, wine. Refer to page 148for a complete list of alcoholicdrinks.

Refer to Background Information,page 148, on types of alcoholicdrinks.

Teacher makes an overhead of theActivity sheet 6, Containers, page 59.Discuss and list on board:

• what drinks would be found in thecontainers?

• are there any other drinks that arein different containers that youknow?

• what do you think these containerswould be made out of?

• why do you think containers aremade out of different products?

Students categorise drinks, forexample:

• dairy products, non dairy products

• manufactured, natural

• healthy, unhealthy

• fizzy, non-fizzy.

Students label categories and explainthe groupings to class. Teacherexplains that drinks can also becategorised into:

• drinks that contain alcohol(alcoholic)

• drinks that do not contain alcohol(non-alcoholic).

Students categorise drinks that havebeen listed above. Display on thewall.


Lesson 6: What are alcoholic drinks and whatdo labels tell us?

Things to look for - can students:• identify alcoholic and non-alcoholic drinks?

• discuss the different types of containers used for alcoholicand non-alcoholic drinks?

• understand reasons for labelling?



Containers, p.59• Empty drink

containersAlternatively• Magazines

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Small Groupsor Pairs

Container labels or packaging containinformation such as name of product,quantity, name of manufacturer,additives, additional information suchas ‘low in sugar’, health benefits,kilojoules per 100 mg, competitions,where to get additional facts aboutthe product.

Alcoholic drinks also includeinformation such as alcohol content,number of standard drinks,description of drink, year it wasmanufactured, region and country.

Labelling activityTeacher displays empty containers egmilk carton, plastic fruit juicecontainer, wine cask, beer can,liqueur bottle, soft drink bottle, fruitjuice container (made from recycledmaterials), wine bottle.

Each group is given an empty:

• alcoholic drink container

• non-alcoholic drink container.

Students research, for example:• what is the name of the drink?• how much does the container hold?• is there alcohol in the drink?

How do you know?• what are the ingredients?• where was the drink made?

Students compare the labels on thecontainers of an alcoholic drink withthe containers of a non-alcoholicdrink.

List responses and discuss:

• what information on labels ofalcoholic drinks and non-alcoholicdrinks is the same?

• are there any differences betweenlabels found on alcoholic drinksand non-alcoholic drinks? If so,what?



Lesson 6: What are alcoholic drinks and whatdo labels tell us? (cont.)

47

Stage 2

Organisation Teaching pointsSuggested activitiesIndividuals orPairs

Individuals,Whole Class

Individuals Ensure that drinks are non-alcoholic.

Students write or desk top publish anexplanation about labelling. Includedifferent aspects, for example:

• what labels tell us

• what are the differences betweenlabels on the containers of analcoholic drink and the containersof a non-alcoholic drink

• why there are labels on drinkcontainers.

Extension activities

1. Students write sentences ordescription for a label or product.Class has to guess the name of theproduct.

2. Design a label or a product andinclude a description of the non-alcoholic drink. Display in room.Write out the recipe for this drink.Students could desk top publish itand include paint software.Students make non-alcoholicdrinks using their own recipes.

Homework activity

Students ask parents:

• what are their favourite drinks?

• do they know what is on the label?

• how do they use this information?


Lesson 6: What are alcoholic drinks and whatdo labels tell us? (cont.)


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Individuals orPairs

Whole Class

Individuals

Individuals

For further information on alcohol,refer to Background Information,page 147.

Record responses on board.

• What do you think alcohol is?

Students write their own definitionthen research it using CD ROM,conventional dictionary orencyclopedia to confirm or correctdefinition.

Teacher makes an overhead ofWorksheet 5, Alcohol facts, page 60.Use the Worksheet as a cloze exerciseor shared reading activity.

Students compare their owndefinition with the Worksheet andrecord any additional information.

Class book activityStudents desk top publish or writethree important facts that they havelearnt about alcohol. Collateresponses and make into a class bookentitled, What we know aboutalcohol.

Stage 2 Unit One: Drugs affect me

Lesson 7: What effect does alcohol have on the body?

Things to look for - can students:• understand what alcohol is

• appreciate that drinking alcohol may affect behaviour

• identify the effects that alcohol may have on adults.


Alcohol facts, p.60(as an overheadtransparency)

• Worksheet 6Effects of alcohol,p. 61


49

Stage 2

Stage 2 Unit One: Drugs affect me

Lesson 7: What effect does alcohol have on the body? (cont.)

Organisation Teaching pointsSuggested activitiesSmall Groups

Pairs

Whole Class

Alcohol has different effects ondifferent people. Refer to BackgroundInformation, page 147, for furtherinformation.

Teachers need to be sensitive tostudents’ varying responses.

Students’ knowledge about alcoholwill be affected by their experiencesand observations in theirenvironment.

Students write the statement If anadult drank lots of alcoholic drinks itmay make them…………….

Students write word or phrase tocomplete the sentence, for example,shout, sleepy, drunk, cranky, sway,happy, want to drink more, swagger,show off, smell, angry, giggly, sick.

want to drinkmore

If an adult drank lotsof alcoholic drinks itmay make them…….

drunk

Students complete Worksheet 6,Effects of alcohol, page 61.

Discuss students’ responses.

angry

giggly


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50

Does it contain a drug?


Wine

Water

Banana

Plum

Apple

SandwichPuffer

Cola

51

Stage 2

MarlyMarly has a bad cold and has been coughing. That night mum gives Marly somecough medicine and after a while she stops coughing.

The next day Marly comes home from school. Mum is at work.

She has a sore throat and she begins to cough. She knows where the coughmedicine is kept.

1. Should Marly take the medicine?

2. What else could Marly do?

Scenario continues......

Marly takes some cough medicine.

After a while she starts to feel sick and dizzy.

3. What could be the reasons for Marly feeling sick and dizzy?

4. What could Marly do?

5. Who could Marly go to for help?

6. If you had been Marly who could you have gone to for help?

Teaching points for questions

Q1. The students should be encouraged to identify the risks involved when taking medicinesunsupervised.

Q2. The students should be encouraged to think of alternative actions that Marly could take.The alternatives to taking medicines could include having a drink of water, resting, gettingassistance from an older sibling or ringing a parent.

Q3. Reasons for Marly feeling sick may include incorrect dosage taken, taking the medicine atthe incorrect time, not taken with food, incorrect medicine.

Q4-6. Highlight the need for students to be able to identify older people who can help them whenthey need help, for example, next door neighbour, older brother or sister (network people).


Stag

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52


Support NetworkWho can I go to if I need help?

Draw a picture of each person in your network. Write the person’s name.

53

Stage 2

• eyes get watery

• less hungry

• sick feeling

• skin smells

• fingers stain

• breath smells

• food has less taste

• teeth become stained

• makes the heart beat faster

• blood does not flow as easily

• not as much blood reaches thefingers and toes

• it is harder to breathe

• physical fitness is reduced

• more likely to get colds, coughs

Effects of smoking

Match effects of smoking boxes to parts of body listed in the boxes.

Effects of smoking

Parts of the body

veins

fingers, toes

skin

mouth

heart

eyes

lungs

stomach


Adapted from the Tobacco fact sheet with permission of CEIDA

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Cigarette packets


55

Stage 2

Scenarios

What can I do if someone is smoking near me?

1. Katie was at softball. She was waiting for her game to start. Hercoach had given the team an area in which to sit. An adult stoodbehind them and lit a cigarette.

2. Jesse’s brother takes him home from school every day. His brotheris in Year 8. They walk home with other Year 8 boys. They allsmoke on the way home from school. Jesse doesn’t like the boyssmoking.

3. Rebecca goes to Saturday school for language lessons. Her bestfriend’s mother drives them home after lessons. She alwayssmokes in the car.


Stag

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56

Dec

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n m

akin

g

Issu

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oice

sCo

nseq

uenc

esD

ecis

ion


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Suggested responses for scenarios

Scenario 1 - STAGE 2, UNIT ONE - LESSON 5

Issue Choices Consequences



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59


Containers

D R I N K DRINK

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Alcohol Facts

What is alcohol?

Alcohol is a drug. Alcohol slows down the activity in the brain and the nervoussystem. Pure alcohol has no colour or taste. There are different types ofalcoholic drinks. They get their taste from other substances that are used to makethem. For example, beer gets its taste from malt and wine from the type ofgrapes used. Alcohol can be called a food because it provides energy. It does notcontain proteins or vitamins. Alcohol does not need to be digested in thestomach. It passes straight into the bloodstream.

Cloze activity

Alcohol is a .

Alcohol the activity in the brain and the nervoussystem. Pure alcohol has no or taste.

There are different types of . They get their tastefrom other substances that are used to make them. For example, beergets its taste from malt and wine from the type of grapes used. Alcoholcan be called a because it provides energy. It doesnot contain proteins or vitamins. Alcohol does not need to be digestedin the stomach. It passes straight into the .

Answers: drug, slows down, colour, alcoholic drinks, food,bloodstream



61


Effects of alcohol

Complete the sentence If an adult drank lots of alcoholic drinks it may makethem.................

Some effects

If an adult drank lotsof alcoholic drinks itmay makethem.................

If so (yes), how?

The person may......

Is this harmful?

Yes, no, don’tknow

feel dizzy yes slip over

sleepy yes fall asleep at the wheel of a car

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Outcomes Indicators


Discusses the factors influencing personalhealth choices. (PHS2.12)

Discusses how safe practices promote personalwellbeing. (SLS2.13)

Skills

Makes decisions as an individual and a groupmember. (DMS2.2)

Uses a range of problem-solving strategies.(PSS2.5)




• discusses reasons why people use drugs formedical and non-medical purposes

• explains the need for rules and laws made forthe protection of themselves and others

• explains the need for rules for safe behaviourin familiar settings

• recognises how their body reacts and howthey might feel in safe and unsafe situations.


• gathers accurate information about tobaccoand clarifies understandings

• discusses advantages and disadvantages ofoptions with friends when making decisions

• uses problem solving on a group orindividual basis

• analyses problem situations.


• defends the need for making decisions thatenhance health


Unit Two - Drugs affect me and others


63

Stage 2

Overview of lessons in this unitLesson 1 - What are drugs and why do people

use them?Lesson 2 - What type of medicines are there and how

are they used?Lesson 3 - What is tobacco and how does it affect us?Lesson 4 - What happens when people smoke near me?Lesson 5 - What do I think about smoking?Lesson 6 - What is alcohol and why may people choose

not to drink it?Lesson 7 - How does alcohol affect people’s behaviour?

Content Strands


Making Decisions

• decision-making process

• influences on decision making

- family/peers

- other significant people

- media

- feelings and needs of others

• taking responsibility for one’s own decisions

Drug Use

• identifying drugs

- appropriate use

• administration and storage of medicines

• tobacco


- effects of passive smoking


• alcohol



The Body

• systems

- functions


Communication

• active listening skills


• communicating feelings and needs

• communication in group situations

• encouraging others

Groups


• co-operation and sharing

Safe Living


• safe and unsafe places

• safety with machines, appliances, animalsand substances

STAGE 2 – UNIT TWO OVERVIEW

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Individuals

Whole Class

Whole Class

Whole Class

Students suggest what they think‘drug’ means. Teacher states thedefinition: A drug is any substancewhich, when taken into the bodyalters its function physically orpsychologically, excluding food,water and oxygen.World Health Organisation (WHO)

The teacher may need to add to thestudent’s list.

Refer to Background Information forlist of types of drugs, page 141.

It should be noted that all drugs canbe harmful if misused.

Caffeine is found in coffee, tea,cocoa, chocolate and cola. Examplesof food and drink containing caffeineinclude chocolate bars, sweets, icing,cakes, drink mixers, biscuits, cereal,some sandwich fillings.

Review what is a drug?

Use dictionary to verify meaning.

List drugs known to students.

Using Worksheet 1, Helpful andharmful drugs, page 73, categorisedrugs into:

• drugs that can help us

• drugs that can harm us.

Class reviews Worksheet 1.Discuss student choices, identifyingthat some drugs may be in bothcategories.

Brainstorm a list of all the productsthat contain caffeine.

Graph the number of students whohave consumed caffeine products inthe preceding 24 hours.

Unit Two: Drugs affect me and others

Lesson 1: What are drugs and why do people use them?

Things to look for - can students:• identify drugs from non drugs?

• identify that drugs can be helpful or harmful?

• appreciate that drugs have more than one use?



Helpful and harmfuldrugs, p.73

65

Stage 2


Whole Class

Whole Class

Medicines are classified as:

• ‘over the counter’ drugs

• prescribed medicines.

Students should identify thatmedicines can be bought without aprescription from places such assupermarkets, corner shops andchemists.

Prescription medicines can only beobtained from a chemist with adoctor’s or dentist’s prescription.At this age, medicines should beadministered by an adult, except wherea student has been taught the correctprocedures for self administering, forexample, using an asthma inhaler orself injecting insulin.

The scenarios indicate that:

• medicines are used if prescribed bya doctor

• medicines are used to relieve painor discomfort

• medicines are used to treat specificillnesses

• medicines can be used short or longterm.

Discuss:

• what are medicines?

• how do people obtain medicines?

• what do prescription medicineslook like?

Prescribed medicines have a labelspecifying details such as theperson’s name, medicine dosage,special instructions for use, forexample, take with food 3 timesper day, the name of the doctorwho prescribed it, descriptionof contents, for example, 200mland name of the drug.

Read Activity sheet 1, Medicinescenarios, page 74, to class.

Discuss:

• what do these stories tell us aboutusing medicines?

Discuss:

• what do you need to rememberwhen taking medicines?

Write rules for taking medicinessafely on Worksheet 2, Medicinecontainers, page 75.



Lesson 2: What type of medicines are there andhow are they used?

Things to look for - can students:• identify where medicines are obtained?

• write rules for taking medicines safely?

• identify reasons for using medicines?

• distinguish between prescribed and over the counter medicines?


Medicine scenarios,p.74

• Examples of prescribedmedicines and ‘overthe counter’ medicines

• Worksheet 2 Medicinecontainers, p.75

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Whole Class

Groups

Whole Class

Refer to tobacco in BackgroundInformation, page 145.

Shared reading of fact sheet, Activitysheet 2, What is in tobacco smoke?and The effects of smoking.

Discuss Activity sheet 2 and reach aconsensus on the most importantfacts for this age group.

Clarify and correctmisunderstandings.

Students compile two fact webs.

See Activity sheet 3, Fact Webs,page 77.

Groups present information to class.


Lesson 3: What is tobacco and how does it affect us?

Things to look for - can students:• identify the effects that smoking has on parts of the body?

• identify that the use of tobacco may have a negative effect on the body?

• work co-operatively with others?

Resources:• Activity sheet 2 What is

in tobacco smoke? andThe effects of smoking,p.76

• Activity sheet 3 FactWebs, p.77

• Geometric shapes onwhite and colouredpaper


67

Stage 2

Whole Class

Whole Class

Individuals orGroups

Organisation Teaching pointsSuggested activitiesRefer to Glossary, page 150, forsmoking definitions.

Reasons for having a no smokingsign may include:

• health reasons: in food preparationareas, in hospitals, public transport,work

• safety reasons: near flammableproducts, in theatres to preventfires.

Places where smoking is bannedinclude hospitals, public transport,schools, theatres, food preparationareas, Government buildings, taxis,domestic airlines and shoppingcentres.

Refer to Background Information, page139, for additional information.

Teacher should model structure ofpoem, for example, 4 lines in length.

When I go to the shopsIt’s really topsNo one there is smokingEveryone is joking.

Display Activity sheet 4,No smoking sign.Discuss:• where have you seen this sign before?

Introduce the term passive smoking,mainstream smoke and sidestreamsmoke. Discuss the meanings of theterms.

Students identify situations wherethey may be exposed to passivesmoking.

Discuss and list places wheresmoking is banned.

Students write a poem or jingle,I like to be smoke-free.

Publishing options include:

• desktop publishing on computer

• issue No smoking proforma andwrite inside it. Cut out and display

• write poem and illustrate.


Lesson 4: What happens when people smoke near me?

Things to look for - can students:• list places where smoking is banned?

• identify places where smoking is banned?

• create a poem about being smoke-free?

Resources:• Activity sheet 4 No

smoking sign, p.78


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Whole Classor Groups

Refer to Activity sheet 5, Opinionmeter, page 79, for instructions.

Refer to Background Information,page 135, on:

• Cartoon strips

• Polarised debate.

Conduct Opinion meter activity.

Reflection activitiesActivities could include:

Cartoon strip (limit to 4 frames).

Polarised debate.Suggestions include:

• smoking should be banned inpublic areas

• all restaurants should be smokefree.

Mime using puppets or masks.‘What do I think about smoking?’

Design a postcard for a smoke-freezone. Write to a friend describing thebenefits of being there.


Lesson 5: What do I think about smoking?

Things to look for - can students:• express opinions on public health issues?

• demonstrate they are aware of their right to lead a healthy lifestyle?

• communicate assertively to protect their own values and opinions?


Opinion meter, p.79


69

Stage 2

Organisation Teaching pointsSuggested activitiesGroups

Groups

Teacher needs to be sensitive tostudents’ different responses.

The Situational cards should be cutout before the activity. Additionalplaces or people could be includedon the cards.

Discuss and record:

• where do people sometimes drinkalcohol?

• when do people sometimes drinkalcohol?

Collate responses and create aclass list.

Examples include home, parties,celebrations, funerals, sportingevents, barbecues, meal time,hotels, restaurants, nightclubs,picnics, work, weddings, funerals,religious service.

Situational cards activityEach group is provided with threeplace cards and a complete set of thepeople cards.

Students are to analyse each placecard and create two piles:

• people who might drink at thisplace or event

• people who might not drink at thisplace or event.

Teacher states:

Group must come to a consensus asto where each card is placed.

After a group consensus is reachedgroup records reasons for decisions.


Lesson 6: What is alcohol and why may peoplechoose not to drink it?

Things to look for - can students:• describe where and when people consume alcohol?

• identify why children are not allowed or usually discouragedfrom drinking alcohol?


Situational cards –person, p.80

• Activity sheet 7Situational cards –place, p.81

• Writing materials• Paper or overhead

transparency


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Whole Class

Teacher directed discussion aboutwhy children are not allowed orusually discouraged from drinkingalcohol will assist in the followingactivity.

Teacher asks:

• who were the characters least likelyto be drinking alcohol in all of thesituations that your group lookedat?

• why are they least likely to bedrinking alcohol?

Reasons people may not bedrinking alcohol include don’t likethe taste, religious beliefs, under18 years of age, their occupation,health risks or on medication, costinvolved.

Joint construction activityStudents design a poster or postcardfor another Stage 3 student describingreasons why children are not allowedor usually discouraged from drinkingalcohol.

Students could be encouraged to scantheir poster and e-mail it to anotherStage 3 student.

The effects of alcohol on childrenare much stronger because:

• their bodies are still developing• their bodies are smaller and

lighter• they have had less exposure and

therefore have not built up atolerance to the effects of alcohol.



Lesson 6: What is alcohol and why may people choose not to drink it? (cont.)

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Stage 2

Organisation Teaching pointsSuggested activitiesSmall Groups Teachers may need to revise facts

about alcohol, refer to Stage Two,Unit One.

Teacher should identify and includepeople and occupations relevant tothe local community.

Each group chooses one of thefollowing:

• mechanic or machinery operator• car driver• pregnant woman• roller blader/skateboarder• accountant/lawyer/teacher• doctor/nurse/dentist• ferry/train/bus/coach driver• passenger on a bus• person walking down the street• farmer• tractor/motor bike/truck driver

Students write on large piece ofpaper:

POSSIBLE HARMS to ……eg mechanic or machine operator



Lesson 7: How does alcohol affect people’s behaviour?

Things to look for - can students:• identify the effects that alcohol may have on adults?

• appreciate that drinking alcohol may affect behaviour?

• identify the benefits of choosing not to drink alcohol?

Resources:• Large pieces of

paper• Textas and sticky

tape

What might happento the person?

Slip on the floor

Fingers jammed inmachine

Cut themselves onequipment

Chemical/machineryburn

Clothes get caughtin the machinery

What might happento other peoplearound the person?

Burns from achemical spill

Person run over

Accidentally knockother worker

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Organisation Teaching pointsSuggested activitiesSmall Groups

Pair Walk

Small Groups

Individuals

Small groups of students completethe table by listing possible harms ofdrinking alcohol to the person andother people around them.

Stick the completed lists on the wallaround the classroom.

Groups rotate and add any furtherharms.

Ranking activityGroups return to original list and rankthe harms from most harmful (1) toleast harmful (5).

Groups report to class and justify theranking.

ActivityWrite a letter to the person egmechanic or machine operator givingan opinion supported by severalreasons why they should choose notto drink alcohol at or before work.


Lesson 7: How does alcohol affect people’s behaviour? (cont.)


73

Stage 2

Helpful and harmful drugs

In which group do you think that these drugs belong?

beer coffee

headache tablets cigarettes

wine cough medicine

asthma puffers cola

hay fever tablets tea

chocolate bar

Helpful drugs Harmful drugs

STAGE 2 – UNIT TWO – LESSON 1 – WORKSHEET 1

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Medicine scenarios

1. Kelly is 9 years old and has had asthma since she was little. Oneday she is playing outside and begins to find it hard to breathe.She knows that when she feels like this she needs to use herasthma puffer. She knows how to use her puffer because herparents have shown her. Kelly uses her puffer and begins to feelbetter.

What did Kelly do to feel better?

2. Shannon was riding his bike on the cement near the garage andfell off. His leg was caught in the wheel and his ankle washurting badly. His mum took him to the doctor who said Shannonhad sprained his ankle. That night mum gave him a tablet that thedoctor had prescribed.

Why did mum give Shannon the tablet?

3. Alinta has a bad cold and wakes up in the middle of the nightcoughing. She calls out and her dad comes into her room to findout what is wrong. Dad gets some cough medicine out of thecabinet and gives some to her. After a while Alinta stopscoughing and goes back to sleep.

What helped Alinta to stop coughing?


75

Stage 2

Medicine containers


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What is in tobacco smoke?These are the main substances:

1. Nicotine• Nicotine is the drug in tobacco.

• Nicotine acts on the brain 7.5 seconds after it is inhaled.

• Nicotine is absorbed and distributed to other body organs very quickly.

2. Tar• One packet of cigarettes per day means a smoker inhales more than half a

cup of tar per year, approximately 150 mls.

• The benefits from smoking low tar cigarettes are limited.

3. Carbon Monoxide• Carbon monoxide is odourless, colourless and a very toxic gas.

• It is found in car exhaust fumes and in smoke from fires.

• Carbon monoxide enters the blood more easily than oxygen.

The effects of smokingHow does smoking tobacco affect people?

The effects of smoking vary from person to person. The effects, for example,depend on whether the person is male or female, family history and where theperson works.

Immediate effects:• dizziness, nausea, watery eyes

• heart beats faster

• physical fitness, both performance and endurance is reduced

• less blood flows to fingers and toes.

Long term effects:• reduces the rate of lung growth

• shortness of breath

• stains on the fingers and teeth

• increased risks of colds, pneumonia, bronchitis

• increased risk of heart attacks, heart disease

• increased risk of cancer in lungs and mouth.



77

Stage 2

Fact WebsFacts decided upon by class as the most relevant are recorded by teacher so thatstudents can have a reference to check the accuracy of their information.

Groups

Group 1: record facts about tobacco on white paper shapes.

Group 2: record facts about the effects of smoking on white paper shapes.

Group 3: draw and cut shapes the same as the white paper shapes but slightlylarger from the coloured paper to use as backing for the recordedinformation.

Group 4: design a central logo, for example, Ban smoking, Smoking harms,No smoking.

Whole Class

Display as two fact webs:

1. Facts about tobacco

2. Effects of smoking.


DIZZINESS

INCREASEDPULSE RATE

SMOKINGHARMS

RISE IN BLOODPRESSURE

FITNESSREDUCED

Note: the logo could be designed using the student’s first language(where appropriate).

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No smoking sign


79

Stage 2

Opinion meterThe teacher explains that the following activity is designed to enable students toexpress how they feel about smoking issues by standing on the opinion meter.

The teacher explains how the opinion meter works.

Mark 3 positions on the floor.

agree don’t know disagree

The teacher reads aloud a statement and the students place themselves along themeter according to their opinion on that statement.

The teacher explains that students may change their opinion after the statementshave been read. It is acceptable to have a different opinion to other students.

Students are encouraged to state why they have chosen to stand on that positionalong the continuum.

Students are allowed to change their positions after hearing what others havehad to say. The teacher clarifies students’ comments and any issues that mayarise. The process is repeated for each statement.

Statements could include:

• smoking affects all people

• smoking can be healthy

• smoking is expensive

• it’s easy to give up smoking

• it’s OK for old people to smoke and not young people

• smoking makes you look ‘cool’ (teacher may use equivalent jargon).


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14 year old

Pregnant woman

18 year old

Person on medication

Situational cards – Person

Grandfather

9 year old

Parent

Ambulance driver


81

Stage 2

Situational cards – Place

Meal at home

Sporting event

Wedding

Hotels

Birthday party

Barbecue

Party

Picnic

Funeral

Restaurants

Religious service

After work


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Unit One - Keeping myself safe around drugs

Outcomes Indicators


Explains the consequences of personal lifestylechoices. (PHS3.12)

Describes safe practices that are appropriate toa range of situations and environments.(SLS3.13)

Skills

Makes informed decisions and acceptsresponsibility for consequences. (DMS3.2)

Acts in ways that enhance the contribution ofself and others in a range of co-operativesituations. (INS3.3)


Enjoys a sense of belonging. (V3)


• discusses why people use different products

• identifies the effects of their decisions onthemselves, others and the environment egsmoking, alcohol

• describes ways to improve unsafeenvironments eg home

• devises strategies to respond to situations,such as where people may be smoking orconsuming alcohol

• identifies factors that may cause harm egpassive smoking, smoking or consumingalcohol.


• predicts the consequences of their choices eguse of tobacco and alcohol

• finds and analyses information upon which tomake an informed decision

• evaluates personal decisions

• demonstrates actions that support the rightsand feelings of others eg consideration,encouragement

• clarifies opinions and attitudes towardsdrug use.


• values the need to work co-operatively.


83

Stage 3

Overview of lessons in this unitLesson 1 - What is a drug?Lesson 2 - What are the rules for taking medicine?Lesson 3 - Why do people smoke?Lesson 4 - What effects can smoking have on us?Lesson 5 - Why do we have smoke-free places?Lesson 6 - How can we say ‘No’ to smoking?Lesson 7 - What does alcohol do to the body?Lesson 8 - Where and why do people consume alcohol?


Content Strands


Making Decisions



- family/peers


- media


- making health decisions

Drug Use

• definition, legal and illegal

• appropriate use, administration andstorage of medicines

• effects of drugs

- caffeine

- alcohol



The Body

• body systems

- functions

- interrelationships


Communication


• empathising

• assertiveness

• ‘I’ messages

• listening skills

• supporting others

• recognising and articulating feelings

• presenting a viewpoint

Families

• parental responsibilities

Safe Living

Personal Safety

• identifying risk situations, people and places


• safety with machines, appliances, animals andsubstances

• promoting safety awareness

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Organisation Teaching pointsSuggested activitiesIndividuals

Whole Class

Whole Class

Individuals

A drug is any substance which, whentaken into the body, alters its functionphysically or psychologically,excluding food, water and oxygen.World Health Organisation (WHO)Under this broad definition mostpeople take some form of drug atsome time.

The emphasis is on the legal drugsalcohol, caffeine, tobacco and ‘overthe counter’ drugs.

Drugs can also be categorised into:

• medicines

• legal

• illegal.

Legal drugs include alcohol, tobacco,caffeine, prescribed and over thecounter drugs such as tranquillisersand analgesics.

Illegal drugs include cannabis,heroin, amphetamines, barbituratesand cocaine. It may be appropriate tobroaden discussions to include illegaldrugs, for example, alcohol is illegalin some countries.

Students write their own definition ofa drug.

Check dictionary definition anddiscuss.

Compare with World HealthOrganisation definition, Activitysheet 1, page 96.

Brainstorm ‘what drugs can youname?’

List responses and discuss.

Using Worksheet 1, students classifythe drugs into:

• legal drugs

• illegal drugs.

The teacher explains that the drugsmay be placed in more than onecategory. For example, it is illegal forunder 18 year olds to be soldcigarettes or alcohol, but adults canlegally purchase them.

Alternatively, this activity may bedone at home with parentalinvolvement.

Unit One: Keeping myself safe around drugs


Things to look for - can students:• write an accurate definition of a drug?

• categorise drugs into legal and illegal drugs?

• appreciate that drugs can be both helpful and harmful?



What is a drug?, p.96• Worksheet 1

Classification ofdrugs, p.97

• Magazines• Newspapers• Art paper• Glue• Scissors

85

Stage 3


Small Groups

Small Groups

Discuss classification of the drugs onthe list, and question:

• why do some drugs appear in morethan one category?

Collect pictures of legal drugs, forexample, alcohol, medicines, caffeineproducts from magazines andnewspapers.

Make a collage using pictures andadd captions, to indicate awareness ofhelpful and harmful effects.



Lesson 1: What is a drug? (cont.)

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Whole Class

Whole Class

Pairs - Stage 3and Stage 1students

Medicines are classified as:

• over the counter drugs• prescribed medicines.

Students should identify that somemedicines can be bought without aprescription from places such assupermarkets, corner shops, chemists.

Prescription medicines can only beobtained from a chemist with aprescription from a doctor or dentist.

The teacher should review the formatfor procedural writing before studentscomplete their own procedure.

This activity should also be discussedfrom the viewpoint of students selfmedicating, for example, asthmainhalers, taking cough lozenges, usinginsulin injections.

Teacher writes ‘medicines’ on board.What does it mean?Look up in dictionary and clarify.

Review types of medicines and wherethey are obtained.

Write a procedure for takingmedicines. Statements could include:• read instructions on medicine

bottles or packets and collectrequired equipment, for example,medicine glass, glass of water

• ensure it is the correct time of day• measure the correct dosage, for

example, 5ml• take medicine• put the medicine back in the

medicine cabinet• clean equipment.

Alternative activityArrange with a Stage One class toparticipate in a joint construction oftext lesson about taking medicines.

Create a character and add the title, forexample, Sensible Sue/ResponsibleRicky takes medicine safely.

Write a narrative using the characterto illustrate the rules for takingmedicines safely.



Lesson 2: What are the rules for taking medicines?

Things to look for - can students:• identify where medicines are obtained?

• state clearly the procedures for taking medicines safely?


Resources:• Pencils• Paper

87

Stage 3


Whole Class

The Questionnaire should be issuedto each student and completedbefore the lesson.

Prior to the questionnaire beingissued, the teacher should revisetechniques for interviewing,emphasising that students need toknow the person they areinterviewing and have their parents’permission.

When tallying class results ofquestionnaire, students should not beasked to identify the person theyinterviewed.

The teacher needs to deal sensitivelywith issues that may arise from thequestionnaire and model non-judgmental attitudes about responses.

Refer to Background Information,page 145.

Each student completes Worksheet 2,Questionnaire, page 98, on smoking.

Tally and analyse class results ofquestionnaire.

Teacher chooses activities fromWorksheet 3, Suggested activities forquestionnaire, page 99, that aresuited to the students’ abilities.

Discuss questionnaire findings in ageneralised manner.



Lesson 3: Why do people smoke?

Things to look for - can students:• gather and organise information about smoking?

• analyse data from questionnaire?

• make decisions on issues that affect their personal health?


Questionnaire, p.98• Graph paper• Worksheet 3

Suggested activitiesfor questionnaire, p.99

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Shared reading of Activity sheets 2 and 3.

Review the content and clarify anyissues that may have arisen.

Complete Tobacco - cloze passageon Worksheet 4.

Compare responses. Orally completeQuick Quiz, page 102.

Conduct Opinion Continuum activity.

Using the same rating as in theQuestionnaire, students stand on thepart of the continuum that isappropriate to them.

Agree Disagree

Strongly No Stronglyagree comment disagree


• do you think people look attractivewhen they smoke?

• do you think people worry aboutthe health effects of smoking whenthey are:

- teenagers?

- older?

• do you think that if you smokethere will be harmful effects to yourbody?

Students discuss statements.

Organisation Teaching pointsSuggested activitiesPairs, Groups

Whole Class

Individuals

Whole Class

Whole Class

Pairs

Pairs or groups need to be of mixedreading ability.

Refer to Opinion meter, Stage 2,page 79 for additional suggestions.

A debriefing session on the issuesraised may need to be conducted atthe end of the Opinion Continuumactivity, so that stereotypical orincorrect responses are notreinforced.



Lesson 4: What effects can smoking have on us?

Things to look for - can students:• identify the harmful effects of smoking?

• discuss the effects of smoking?

• appreciate that others may have different opinions and values?

Resources:• Activity sheet 2 Facts

- Tobacco, p.100• Activity sheet 3 Facts

- Effects of smoking,p.101

• Worksheet 4- Tobacco clozepassage, p.102

89

Stage 3


Whole Class

Whole Class

Whole Class

Refer to Background Information,page 139, on Major decisions onsmoking and tobacco.

Students refer to locations identifiedbefore the lesson.

Refer to Glossary, for definition ofpassive smoking.

Refer to Background Information,page 138, on Role play.Teachers should role play thecharacters who are smoking so thatstudents do not practise negativeroles. Inappropriate responses arediscouraged by the teacher by posingquestions such as:

• what might happen if you do that?

• would that be the best action?

• what else would you do?

Activity to be completed before thelesson by students. Students toidentify and list smoke-free locationsin the community.

Revise effects of smoking on thebody from the previous lesson.

Teacher displays Activity sheet 4,No smoking sign, page 103, and asksthe meaning of the symbol and whereit can be found. Compile list ofplaces.

Discuss:

• what is passive smoking?

• the effects of passive smoking.

Role Play - What could you do?Examples could include:

• four students being driven to sporton the weekend. The driver issmoking

• a family is eating lunch at anoutdoor restaurant and someone issmoking at the table next to them

• you are waiting to catch a bus andthe person next to you lights acigarette.

Students may suggest their ownscenarios. Ensure that students do nottake on the role of the personsmoking.



Lesson 5: Why do we have smoke free places?

Things to look for - can students:• identify parts of the body that are affected by smoking?

• indicate the effects of smoking on various body parts?

• express their values and opinions assertively?

Resources:• Activity sheet 4 No

Smoking sign, p.103

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Small Groups

Whole Class

Individuals

Refer to Background Information, page137, on Decision making. The teachershould model the procedure forcompleting the Decision makingproforma, using Worksheet 5, Decisionmaking.

A master copy used as an overheadmay assist the teacher with themodelling process.

Activity sheets 6 and 7 Decisionmaking examples, pages 106-107, aresuggestions of responses. Studentsshould be encouraged to give theirown suggestions.

Teacher reads scenario 1 fromActivity sheet 5, Scenarios, page 104.

Using the Decision making proforma,page 105, class discusses scenario.

Teacher models how to completeDecision making proforma usingDecision making examples as a guideon Activity sheets 6 and 7, pages106-107.

Students complete remainingscenarios on Activity sheet 4,Scenarios.

Group leader reports decisions made.

Design a sticker or badge promotingnon smoking (encourage emphasis onhealth aspects).



Lesson 6: How can we say ‘No’ to smoking?

Things to look for - can students:• analyse situations when harm may occur?

• appreciate the consequences of their decision making?

• use decision making skills to make informed choices?



making, p.105• Overhead projector,• Activity sheets 6, 7

Decision makingexamples, p.106-107

91

Stage 3STAGE 3 – UNIT ONE – LESSON 7


Pairs or Groups

Small Groups

Small Groupsor Pairs

Groups

Refer to Background Information,page 147, for information on alcohol.

The wheel diagram is used later inthe lesson.

Wheel diagram activityOn a large piece of paper, studentswrite the question What does theword alcohol mean to us?

Students write responses.

Complete shared reading of Activitysheets 8 and 9, What is alcohol? andEffects of alcohol, pages 108 and109.

Using the same groupings as theWheel diagram activity, studentscompare their responses with theActivity sheets 8 and 9.

In their groups answer the following:

• what new things did we learn aboutalcohol?

• what was already known?

Students report to the class on onenew fact that they have learnt in thislesson.


Lesson 7: What does alcohol do to the body?

Things to look for - can students:• identify the effects of alcohol?

• understand what alcohol is?


What is alcohol?, p.108• Activity sheet 9 Effects

of alcohol, p.109• Large piece of paper• Textas

barbecue

happybeer

drunk

noisywine

What does the wordalcohol mean to us?

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Organisation Teaching pointsSuggested activitiesPairs to SmallGroups

Pairs

The first activity in this lesson mayonly need quick revision as studentshave undertaken similar activities inStage 2, page 69.

The teacher should make clear thatalcohol does not have to be involvedin social situations.

General examples rather than specificexamples of where and whendrinking of alcohol may occur shouldbe elicited from students. In somecultures, the consumption of alcoholis not acceptable. The emphasis inthese responses is the personal andsituational factors influencing reasonsfor drinking or not drinking alcohol.

Separate class into two groupsDiscuss:

• at what events do people sometimesdrink alcohol?

• at what events do people usuallynot drink alcohol?

Students consider the followingenvironments: home, special events,sports events, social activities.

Examples of where alcohol maysometimes be consumed include:home, parties, celebrations,funerals, sporting events,barbecues, meal time, hotels,restaurants, nightclubs,anniversaries, picnics, work,weddings, funerals, religiousservice.

Examples of where people usuallydo not drink alcohol include: work,libraries, barbecues, meal times,weddings, taxis, parties, publicbuildings, cinemas, publictransport.

Pairs to join with other pairs todiscuss responses. Join two groups ofpairs together to compare and discussresponses.


Lesson 8: Where and why do people consume alcohol?

Things to look for - can students:• identify where and when people may consume alcohol?

• identify why people may or may not consume alcohol?

• discuss situations involving alcohol and possible harm?

• express opinions about harms associated with drinking alcohol?


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Stage 3


Groups

Activity

• What reasons may people give fordrinking alcohol?

• What reasons may people give fornot drinking alcohol?

Students consider why people maydrink in the following situations:home, special events, sports events,social activities.

Reasons people may want to drinkalcohol include: they like the taste;have always done so; to find outwhat it’s like; at funerals - feel sad;it is offered; relaxation; weddings -celebrate, toast the bride andgroom; enjoy the taste; sportingevent - celebrate, commiserate;other people are drinking; to getdrunk.

Reasons people may not want todrink alcohol include: they don’tlike the taste; health and fitnessreasons; want to be fully incontrol; too young to purchase it -under 18 years of age; don’t likethe smell; on a medication; healthissues; pregnancy; religiousreasons; previous experiences withalcohol.

Compare similarities and differencesof reasons given for group activity.


Lesson 8: Where and why do people consume alcohol? (cont.)


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Whole Class

Whole Class

Students could use the Tools optionon the computer (thesaurus) to findsynonyms.

Teachers should encourage studentsto give reasons, however studentsshould be given the right to pass ifthey feel uncomfortable.

Harm continuum activityTeacher highlights that sometimesthere may be harms to other peoplewhen alcohol is consumed.

Clarify the term ‘harm’. Ask studentsto provide a synonym for the word‘harm’ eg injure, damage, hurt,wound.

Harm continuum - at one end of theroom least harmful, at the other endof the room the most harmfulsituation. Students rate the harmassociated with the statement bystanding on a particular place on thecontinuum.

Teacher reads the followingstatements. Students may be asked togive a reason why they are standingat a particular spot on the continuum.


• a 12 year old crossing the road

• a 12 year old crossing the roadat night

• a 12 year old being a passengerin a car

• a 12 year old being a passenger in acar with a person who has beendrinking alcohol.




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Stage 3

Organisation Teaching pointsSuggested activities• a 12 year old at his/her parent’s

party and tasting an alcoholic drink

• a 12 year old at his/her friend’sparty and tasting an alcoholic drinkwithout parental permission.

The harms associated with the useof alcohol can be affected by anumber of factors such as:

• the alcohol content

• type of alcohol

• the person: gender, age, bodyweight

• food content of stomach

• the place eg party, alone at home

• the amount of alcohol consumed

• the rate at which alcohol isconsumed.




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What is a drug?

A drug is any substance which,

when taken into the body alters

its function physically or

psychologically, excluding food,

water and oxygen.

World Health Organisation(WHO)


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Stage 3

Classification of drugs

Legal Illegal

paracetamol caffeine (cola)

morphine

pethidine

tranquillisers

caffeine (tea)

alcohol

marijuana

nicotine (cigarettes)

caffeine (coffee)

caffeine (chocolate)

heroin

cocaine

throat lozenges

antiseptic cream

sleeping tablets

aspirin

Answers:

Legal: paracetamol, tranquillisers. caffeine (all types), sleeping tablets, throat lozenges, aspirin,morphine, nicotine (cigarettes), alcohol, antiseptic cream, pethidine.

Illegal: marijuana, cocaine, heroin.


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Questionnaire

Choose someone who is a regular smoker or who used to smoke.

Circle: male or female.

Ask:

1. What age were you when you had your first cigarette?

2. Who or what influenced you to smoke?

3. When did you become a regular smoker?

4. How many cigarettes do/did you smoke each day?

5. What is/was the cost of your cigarettes?

6. Which brand do/did you smoke and why?

7. Have you ever stopped/ever tried to stop smoking? Why?

8. Has smoking affected your health in any way?

9. What is your opinion about smoking in public places?(ie trains, restaurants, the work place, doctor’s surgery, shops etc).

10. How does/did your family feel about your smoking?(Circle the response that describes the feeling)

Strongly Agree No comment Disagree Stronglyagree disagree

99


Strongly Agree No comment Disagree Stronglyagree disagree

Suggested activities for questionnaire

Question 1 Calculate the average age of when the people interviewed hadtheir first cigarette.

Compare males vs females.

Question 3 Calculate the average age of when the people interviewedbecame regular smokers.

Question 4 Who smoked the most cigarettes per day? Males or females?

Time Cost What could you buy with the same amount of money?

1 week

1 month

1 year

Questions 4-5 Students calculate the cost of purchasing cigarettes.How much would be spent?

Question 6 What were the main reasons people chose the brand they did?Reasons could include: cost, tar content, advertising, socialreasons.

Question 7 Bar graph of responses.

Questions 8-9 Discuss results.

Question 10 Students indicate how they feel about smoking.

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Facts - Tobacco

What is tobacco?

It is the dried leaves of the tobacco plant.

How is tobacco used?

It can be smoked in cigarettes, pipes or cigars.It can be sniffed as snuff (very popular until the mid nineteenth century). It can also be chewed.

What is in tobacco smoke?

There are three major substances:

1. Nicotine

Nicotine is the drug in tobacco. It is also used as a poison.It can cause people to become dependent through regular use.It takes 7.5 seconds for nicotine to act on the brain after inhaling cigarette smoke.Firstly the brain is stimulated, then it relaxes and slows down.Nicotine is absorbed and distributed to other body organs very quickly.

2. Tar

Tar is the main cause of lung and throat cancer.It aggravates bronchial and respiratory disease.One packet of cigarettes per day means a smoker inhales more than half a cup of tar per year,approximately 150mls.The benefits from smoking low tar cigarettes are limited.The yellow staining on fingers and teeth is caused by tar.

3. Carbon monoxide

Carbon monoxide is an odourless, colourless and very toxic gas.It is found in car exhaust fumes and in smoke from fires.Carbon monoxide enters the blood more easily than oxygen.

4. Other substances

There are small amounts of more than 4000 other substances, some toxic, some known to causecancer.

Interesting Facts:

• Fewer Australians are smoking now than 50 years ago.

• People do not gain weight because they stop smoking. They may gain weight if they eat more.

• Students who play sport at competitive levels are less likely to be regular and heavy smokers.

• Advertising and visual media portray images that put pressure on girls to be beautiful, successful,thin, independent and popular with peers.

• The younger that people start smoking cigarettes the more likely that they are to become stronglydependent on nicotine.

Adapted from the Tobacco fact sheet with permission of CEIDA.


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Stage 3

Facts - Effects of smoking

How does smoking tobacco affect people?

The effects of smoking vary from person to person. The effects, for example, depend on whether theperson is male or female, family history and where the person works.

1. Immediate effects:• temporary rise in blood pressure

• increased acid in the stomach

• paralysis of the fine hairs lining the lung

• weaker appetite, taste and smell

• dizziness, nausea, watery eyes


• physical fitness, both performance and endurance, is reduced


2. Long-term effects:• narrows, hardens blood vessels especially in the heart and legs

• increased risk of stomach ulcers

• speeds up signs of ageing such as wrinkles and dry skin

• reduces the rate of lung growth


• stains on fingers and teeth

• increased risk of colds, pneumonia, bronchitis





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Tobacco - cloze passageTobacco comes from a .

The leaves are dried and used in and .

Sometimes tobacco is chewed. Nicotine is the drug in tobacco.

It is also a . It is absorbed very quickly by the body.

Tar is released in tobacco smoke.

It is the main cause of and cancer.

It also causes shortness of breath and wheezing. The yellow stain on teeth andfingers is caused by .

Carbon monoxide is a colourless .

It enters the blood stream more easily than .

It is also found in and .

Quick Quiz:

Circle the correct answers. The number of correct answers varies from questionto question.

Smoking causes:

Heart a. heart to beat fasterb. sleepinessc. freckles

Lungs a. extra energyb. reduced physical fitnessc. increased risk of cancer

Stomach a. nauseab. decreased appetitec. increased risk of stomach ulcers

Mouth a. breath to smellb. stains on teethc. teeth to fall out

Skin a. wrinklesb. skin to smellc. freckles


AnswersCloze Passage:

plant

cigarettes

pipes or cigars

poison

lung, throat

tar

odourless, toxic gas

oxygen

exhaust fumes

smoke from fires

Quick Quiz

Heart: a

Lungs: b, c

Stomach: b, c

Mouth: a, b

Skin: a, b


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Stage 3

No smoking sign


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Scenarios

How can I communicate what I want to my friends and family?

1. Kia is at home with her older sister. Their Aunty Mae, who is aheavy smoker, arrives while their mother is out shopping. AuntyMae lights up a cigarette as soon as she enters the house. There isno smoking allowed in Kia’s house.What should she do?

2. Liam is 10 years old. Each night his uncle smokes a cigaretteswhile watching the TV with him. Liam likes watching TV with hisuncle, but doesn’t like the smell because it makes him feel sick.He would like his uncle to stop.What should he do?

3. Jim is 11 years old and his friend Micky has invited him to stay athis place for the weekend. Jim knows that Micky’s family smokescigarettes. Micky is worried that his parents will not allow him togo because his family does not smoke.What should he do?

4. Shelley is 11 years old. She and her friends, Billie and Roslyn,are playing in the park on Saturday afternoon. Billie says she has apacket of cigarettes and offers them to Shelley and Roslyn. Roslyntakes a cigarette. Shelley does not want to take a cigarette, butdoes not want to be left out of the group.What should she do?


105


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Decision Making examples






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Stage 3






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What is alcohol?

Alcohol is a powerful drug

• Alcohol slows down the activity in the brain and the nervous system.

• Pure alcohol has no colour or taste.

• Alcoholic drinks get their taste from other substances that are used to makethem. For example, beer gets its taste from malt, wine from the type of grapeused.

• Alcohol can be called a food because it provides energy. It does not containprotein or vitamins.

• It does not need to be digested in the stomach. It passes straight into thebloodstream.

Facts about the use of alcohol

• It is against the law to sell alcohol to a person under the age of 18.

• It is illegal to drive with a blood alcohol concentration of more than .05. Forpeople on L and P plates the limit is .02.

• The liver breaks down alcohol in the body. Drinking coffee cannot speed upthis process.

• A person can become dependent on the regular intake of alcohol.

• Combining alcohol and other drugs can be harmful.

Adapted from the Alcohol fact sheet with permission of CEIDA.

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Stage 3

Effects of alcohol

Not all people are affected by alcohol use in the same way.

The effect can depend upon factors such as:

• the type of alcoholic drink• how much and how quickly alcohol is consumed• the person’s body, size, weight, sex and age• the mood of the person• the health of the person• combining alcohol with other drugs• the situation, for example, alone or at a party.

Immediate effects

Some immediate effects may include:

• relaxed feeling• feeling of well being• easier to be friendly• flushing, dizziness• unable to think clearly• slow reaction• unco-ordinated movement.

Heavy drinking over a short time can also cause:

• blurred vision• slurred speech• shakiness• possible vomiting.

Long-term effects

People who drink a lot of alcohol regularly, over a period of time, mayexperience some physical, emotional, economic or social problems related toalcohol.

Damage to some of the body organs can be permanent.

Adapted from the Alcohol fact sheet with permission of CEIDA.


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Unit Two - Making decisions about drugs

Outcomes Indicators


Explains the consequences of personal lifestylechoices. (PHS3.12)

Explains and demonstrates strategies fordealing with life changes. (GDS3.9)

Skills

Communicates confidently in a variety ofsituations. (COS3.1)

Makes informed decisions and acceptsresponsibility for consequences. (DMS3.2)




• identifies the positive and negative effects ofvarious substances on the body eg analgesics,tobacco, caffeine, alcohol

• identifies how and why males and femalesare targeted in a range of advertisementseg advertising for alcoholic products

• identifies the effects of their decisions onthemselves and others eg smoking andalcohol

• recognises a wide range of influences onpersonal identity eg media, peers.


• writes an advertisement to change emphasis

• communicates ideas through a collage

• models strategies for prevention through roleplay

• discerns the reliability of what is presented inthe media eg alcohol and caffeineadvertisements

• predicts the possible consequences of theiractions eg use of tobacco or alcohol.


• appreciates the need for safe practices in arange of situations and environments

• values their health and safety and that ofothers.


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Stage 3

Overview of lessons in this unitLesson 1 - What is a drug?Lesson 2 - How does advertising affect our drug use?Lesson 3 - How does smoking affect me?Lesson 4 - What are some of the potential harms or

costs associated with tobacco and smoking?Lesson 5 - How do you say ‘No’ to smoking?Lesson 6 - What may be the consequences of

drinking alcohol?Lesson 7 - How is alcohol portrayed in the media?

Content Strands


Making decisions



- family/peers


- media


• considering the effect of decisions on others

• making health decisions

Drug Use

• definition, legal and illegal

• appropriate use, administration andstorage of medicines

• effects of drugs

- caffeine

- alcohol

- tobacco

• effects of drug use for the community


• media and drugs


• influences of media


The Body

• body systems

- functions


Communication


• listening skills

• recognising and articulating feelings

• presenting a viewpoint

Safe Living

Personal Safety

• identifying risk situations, people and places


• safety with machines, appliances, animals andsubstances

• promoting safety awareness


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Small Groups

Whole Class

Whole Class

Whole Class

Refer to Glossary, page 150, forinformation on drugs.

Some legal drugs have restrictionsplaced on their use which can maketheir use illegal.

Refer to Legal aspects in BackgroundInformation, page 140.

Tobacco: It is prohibited to selltobacco to people under the age of 18years and a warning sign must bedisplayed at point of sale.

Alcohol: Alcohol cannot be sold topeople under 18 years of age.

Examples of where you can purchasedrugs or products that contain drugsinclude:

Chemist: prescribed drugs and ‘overthe counter’ drugs, for example,codeine, analgesicsSupermarket: analgesics, cigarettes,cola, coffee, chocolate, cocoaHotel and restaurant: alcohol,cigarettes, coffee, colaTobacconist: cigarettes, cigarsRetailer: cigarettes, analgesics, tea,coffee, alcohol, cola.

Review: What is a drug?

Students list all drugs known to them.

Students categorise them into legaland illegal lists.

Each group reports to the class.Two lists are formed.

Discuss rules in our society inrelation to drugs, for example:

• who sells drugs legally?• why do they sell them?• why do we have rules for selling

drugs?• how old must you be to purchase

alcohol, tobacco and over thecounter drugs?

Read Scenarios on Activity sheet 1,page 124.

Analyse scenarios using students’knowledge of legislation.


Unit Two: Making decisions about drugs


Things to look for - can students:• clearly state legal requirements and age restrictions in relation

to tobacco and alcohol?

• apply knowledge to new situations?

• contribute confidently to group discussions?


Scenarios, p.124

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Stage 3


Whole Class

Individuals

Partners

Individuals

Small Groups

Caffeine is probably the most populardrug. It is found in chocolate, coffee,tea, cola and cocoa.

Teacher should role play negativeroles. Students should only role playpositive roles.

Review drug types from the previouslesson.

Discuss:

• which of these drugs have you seenadvertised?

Collect advertisements for productscontaining caffeine from magazinesor newspapers.

Paste an advertisement on Worksheet1, Advertisement, page 125 andanswer questions.

Share ideas about the advertisement.

Alternative activities

1.Rewrite the advertisement changingthe emphasis of the advertisement,for example, to a different targetgroup.

2.Prerecord an advertisement using aproduct containing a drug.

• View and discuss using thequestions on Worksheet 1,Advertisement.

• Students design an advertisement.

• Students role play theiradvertisement.

• The role play could be videoed.



Lesson 2: How does advertising affect our drug use?

Things to look for - can students:• identify products containing caffeine?

• analyse an advertisement?

• use information to make decisions?


Advertisement, p.125• Magazines• Newspaper

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Small Groups

Small Groups

Whole Class

Any questions raised by studentswhich cannot be answered should berecorded. Answers may be obtainedby student research.

Worksheet 2, Matching body partsneeds to be cut out beforehand.Answers are on Worksheet to assistthe teacher.

Teachers may choose to changeorganisation and have one outline forthe class.

Concentric Circles activity

Class is divided into two groups.Students form 2 concentric circles.Teacher reads out statement andstudents discuss the statement withthe partner standing opposite them.The teacher calls upon examples ofresponses for discussion.

At an appointed time all the studentson the outside of the circle moveclockwise to the next partner.

The teacher reads out the nextstatement.

The activity continues until all thestatements have been read.

Shared reading of Activity sheets 2and 3, What is tobacco? and Effectsof smoking, pages 126 and 127.Clarify any points not understoodby students.

Trace around outline of one studentfrom each group. Students paste factsfrom Matching body parts,Worksheet 2, page 128, on theappropriate parts of the body outline.

Exchange outlines and compare withother groups.

Conduct Concentric Circles activity.

What do I think about smoking?

Discuss the following statements:

• smoking should be banned atsporting events

• smoking is an expensive habit

• smoking makes you look grown up

• smoking doesn’t cause muchdamage to the environment

• it’s easy to give up smokingcigarettes

• it is OK if you only smoke one ortwo cigarettes a week

• girls who smoke look grown up.

A debriefing session may need to beheld at the end of the activity.


Lesson 3: How does smoking affect me?

Things to look for - can students:• confidently discuss the facts about tobacco and the effects of smoking?

• appreciate the importance of having similar and different opinionsand values?

• communicate assertively to defend their own opinions and values?

Resources:• Activity sheet 2 What is

tobacco? p.126• Activity sheet 3 Effects

of smoking, p.127• Worksheet 2 Matching

body parts, p.128• Glue• Large sheets of paper

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Stage 3STAGE 3 – UNIT TWO – LESSON 4


Small Groups

Individuals

Two groups may need to be formedto discuss the physical effects.

• Physical: passive smoking,triggering of asthma attacks.

• Environmental: depletion of forestsfor tobacco plantations, littering ofcigarette butts, fire caused bycigarettes, release of carbonmonoxide gas, butts decomposeslowly.

• Social: conflict with parents,keeping secrets from members offamily, peer pressure from friends,alienation from those who dislikesmoking.

• Economic: pocket money spent oncigarettes, cost of cleaning smokingareas, medical costs for smokers.

• Legal harms: retailer fined forselling to persons under the ageof 18.

Students revise facts from previouslesson in response to questions suchas:

• what substances are in tobaccosmoke?

• what short-term effects doessmoking have?

• what long term effects doessmoking have?

Students categorise the potentialharm or costs of tobacco andsmoking into:

• physical

• environmental

• social

• economic

• legal.

Each group presents information tothe class.

Teacher clarifies any issues that mayarise.

Students design a poster promoting anon smoking/smoke-freeenvironment.

Choose one area from above.


Lesson 4: What are some of the potential harms or costsassociated with tobacco and smoking?

Things to look for - can students:• identify the effects of tobacco and smoking on communities?

• apply knowledge of the negative effects of tobacco and smoking?

• work co-operatively in groups?

• appreciate the need for shared responsibility?

Resources:• Paper• Pencils• Poster materials

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Pairs

Whole Class

Whole Class

Whole Class

Groups orIndividuals

Pair walk activityPairs of students walk around andswap strips of papers with theiranswers, with other pairs.

Pairs discuss statements written.

Paste all reasons on 2 large sheetsof paper, in the appropriate category:

• Why do some males smoke?

• Why do some females smoke?

Refer to Background Information,on Decision making, page 137.

Analyse why you think people smoke?

Write headings:

• Why do males smoke?

• Why do females smoke?

In pairs, students write on strips ofpaper why, in general, they thinkmales and females smoke.

Complete Pair walk activity.

Review similarities and differences.

Discuss reasons for statements.

Students make generalisations aboutgender differences.

Teacher reads the first scenario onActivity sheet 4, Smoking Scenarios.Teacher models how to complete theDecision making proforma using thesuggestions on Decision makingexamples, pages 131 and 132.

Using the Decision making proforma,the class works through the firstscenario to ensure studentsunderstand the process.

Complete scenarios 2 and 3 usingWorksheet 3, Decision making,page 130.

Compare and justify decisions.


Lesson 5: How do you say ‘No’ to smoking?

Things to look for - can students:• identify potential harm in situations?

• use assertive behaviour strategies effectively?

• appreciate that consequences occur as the result of making choices?

Resources:• Paper• Pencils• Activity sheet 4 Smoking


making, p.130• Activity sheets 5 and 6

Decision makingexamples, p.131 and 132

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Stage 3STAGE 3 – UNIT TWO – LESSON 6


Whole Class

Pairs

Pairs

Whole Class

Individuals,Pairs

A consequence is the effect or resultupon something. Students couldconsider physical, economic,emotional, social and legalconsequences.

Consequences activityDiscuss what is a ‘consequence’.Students look up definition indictionaries.

The teacher asks for examples ofactions and consequences.

Teacher explains that there arenegative and positive consequencesto actions.

Student gives examples of actions.The partner has to come up withpositive and negative consequencesfor the action. Students swap roles.

Using a current newspaper or theInternet, students access newspaperarticles and find examples ofincidents and consequences.

Worksheet activityTeacher explains that as with anyaction, when consuming/drinkingalcohol there are consequences.The aim of the Worksheet 4Consequences, page 134, is toconsider the consequences ofalcohol-related harm.

Students complete Worksheet 4.

Discuss Worksheet.


Lesson 6: What may be the consequences of drinkingalcohol?

Things to look for - can students:• identify that actions have negative and positive consequences?

• recognise harms can affect individuals and the community?

• identify strategies for staying safe when alcohol use is of concern?


Consequences, p.133• Worksheet 4

Consequences, p.134• Newspapers

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Whole Class,Individuals

Whole Class

Pairs

Teacher may need to debrief studentsafter this activity.

Examples of situations involvingalcohol should be general rather thanspecific.

Concentric Circle activityStudents form two concentric circles.Teacher reads out statements from theWorksheet and students decide if it isharmful, not harmful or don’t know.Students discuss statement withpartner. Students move one or twoplaces to the right and then the nextstatement is read out by the teacher.

Safe strategies activityTeacher asks and records:

• who might drink alcohol whenchildren are present?

• at what type of places or eventsmight adults drink when childrenare present?

• why might adults choose to drinkalcohol when children are present?

Students identify situations that maybe unsafe. Teacher asks:

• why might it be harmful/unsafe forchildren to be present when adultsare drinking alcohol?

• what types of harms might occur?

• why are these situations possiblyharmful?

Examples could include being apassenger in a car when someonehas been drinking alcohol, at aparty where a sibling is drinkingalcohol.



Lesson 6: What may be the consequences of drinkingalcohol? (cont.)

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Stage 3


Whole Class

Individuals Students may choose not to publiclyidentify the people in their SupportNetwork.

Students should not role play ormime consuming alcohol or actionsinvolving using alcohol.

Safe strategies activityStudents suggest strategies that couldbe used in harmful situations eg talkto someone they trust who has notbeen drinking alcohol, contact theirparents, suggest that someone elsedrives.

Students identify five people theycould get assistance from if they feltunsafe around alcohol.

Students draw the outline of theirhand.

Write the names of five people andhow they may be able to contact themeg phone numbers, two way radionumbers, e-mail, facsimile, liveclose by.

Student role plays or mimesstrategies for staying safe. Otherstudents guess the ways of reducingharms.



Lesson 6: What may be the consequences of drinkingalcohol? (cont.)

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Whole Class

Teacher may choose to usecampaigns that focus on or arepromoted by government or healthorganisations that promote healthylife styles.

Prior to the lesson, students orteacher collect advertisements aboutalcohol from media such asnewspapers, magazines.

Critically examine one or twoadvertisements for alcoholic drinksfrom the point of view of:

• ethnicity

• gender

• age

• visual image eg font type, font size,colour, placement of images,wording

• accompanying images, music andvocals (advertising on air).

Discuss and analyse:

• are the images portrayed in theadvertisement the same as youwould see in everyday life? If so,why, why not?

• who is the target audience?

• is the advertisement linked tohealth, sport, fashion, adventure,risk taking? If so, why?

• how are the different types ofalcohol portrayed eg wine vs beer,beer vs mixed drinks, beer vsspirits? Does the advertisementappeal to you? Why?

• what is not included in theadvertisement that people shouldknow? Why isn’t this included?


Lesson 7: How is alcohol portrayed in the media?

Things to look for - can students:• analyse images about alcohol in print media advertisements?

• analyse advertisements of alcoholic drinks advertised on air,for example, television, radio?

• express opinions concerning advertising about alcoholic drinks?

Resources:• Magazines,

newspapers


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Stage 3


Individuals orPairs

Individuals

Whole Class Interview activityInclude respondents of different ages,sex, within school and at home ifpossible.

The need for anonymity ofrespondents should be stressed tostudents.

List responses and come up with aclass consensus for each question.

Students independently examinedifferent advertisements for alcoholicdrinks.

Using the same questions as abovestudents write their joint responses toquestions.

Students form opinion and writeindividual response to the question:

• do you think the advertisementwould appeal to a young person?Why, why not?

Student explains to class why theyhave formed their opinion about theadvertisement.

Paste advertisement with opinionwritten underneath and display. Acaption saying Do you agree? couldaccompany it.

Alternative activitiesInterview activityStudents use the advertisementspreviously used for the classdiscussion.

Devise three or four additionalquestions and interview a number ofpeople to gauge opinions about theadvertisement.


Lesson 7: How is alcohol portrayed in the media? (cont.)


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Individuals

Individuals

Whole Class

A letter may need to be sent toparents explaining the survey, itsintentions and the definition of adrug.

Report findings and discuss.

Write up findings of interview.

Extension activities

1. Writing an article

Write an article about findings orgeneral opinions aboutadvertisements of alcoholic drinks.

2. Media survey of televisionadvertisement

Conduct a media survey ofadvertising of alcohol.

Allocate various television programsto view and log the incidences of:

• background advertising eg barriersaround sporting grounds, logos,products used

• advertisements as program breaks.

Discuss findings of survey, forexample:

• number of times the advertisementoccurs in the program

• type of alcoholic product

• what time of the day or night theadvertisement appeared. Why?

• who is the audience?

• what type of alcoholic productsappeared the most?




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Stage 3


Pairs orIndividuals

Students could emphasise factorssuch as lifestyle and health benefits.

A project brief is a summaryor overview of the project.

3. Creating an advertisement

You are employed by an advertisingcompany and you have been askedto create an advertisement abouta new non-alcoholic drink. Theadvertisement will be for print media,TV, radio, Internet or cinema.

Compile and write up an advertisingbrief giving details that includes:

• rationale eg what theadvertisement’s focus is, why theproduct should be advertised, whatis to emphasised

• product

• target audience (over 18 yearsof age)

• where it is to be advertised

• images used

• duration, size or length.

Other technologies could beconsidered when writing up the brief,for example, computer graphics,video cameras, digital cameras, storyboards, overhead transparencies.




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Scenarios

1. Johnny is 13 but looks a lot older. Johnny went to the local milkbar to buy a packet of cigarettes.

Can the milk bar owner sell cigarettes to Johnny?

Refer to Background Information, page 140, for notes on sales oftobacco products.

2. Judy who is 12, meets her friend Robyn at netball every Saturdayafternoon. Robyn’s older sister smokes and offers to sell a cigaretteto Judy.

What laws are being broken by Robyn’s older sister?

Laws being broken:

• not a licensed retailer

• illegal to sell individual cigarettes

• Judy is under 18 years of age.


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Advertisement

1. Who is the target group?

2. Who is paying for the advertisement?

3. What message is it trying to promote?

4. Do you think the same messages are being given to males and females?

5. Are there any hidden messages?


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What is tobacco?

What is tobacco?

It is the dried leaves of the tobacco plant.

How is tobacco used?

It can be smoked in cigarettes, pipes or cigars.It can be sniffed as snuff (very popular until the mid nineteenth century). It can also be chewed.

What is in tobacco smoke?

There are three major substances:

1. Nicotine

Nicotine is the drug in tobacco. It is also used as a poison.It can cause people to become dependent through regular use.It takes 7.5 seconds for nicotine to act on the brain after inhaling cigarette smoke.Firstly the brain is stimulated, then it relaxes and slows down.Nicotine is absorbed and distributed to other body organs very quickly.

2. Tar

Tar is the main cause of lung and throat cancer.It aggravates bronchial and respiratory disease.One packet of cigarettes per day means a smoker inhales more than half a cup of tar per year,approximately 150mls.The benefits from smoking low tar cigarettes are limited.The yellow staining on fingers and teeth is caused by tar.

3. Carbon monoxide

Carbon monoxide is an odourless, colourless and very toxic gas.It is found in car exhaust fumes and in smoke from fires.Carbon monoxide enters the blood more easily than oxygen.

4. Other substances

There are small amounts of more than 4000 other substances, some toxic, some known to cause cancer.

Interesting facts:• Fewer Australians are smoking now than 50 years ago.

• People do not gain weight because they stop smoking. They may gain weight if they eat more.

• Students who play sport at competitive levels are less likely to be regular and heavy smokers.

• Advertising and visual media portray images that put pressure on girls to be beautiful, successful,thin, independent and popular with peers.

• The younger that people start smoking cigarettes the more likely that they are to become stronglydependent on nicotine.

Adapted from the Tobacco fact sheet with permission of CEIDA.

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Stage 3STAGE 3 – UNIT TWO – LESSON 3 – ACTIVITY SHEET 3

Effects of smoking

How does smoking tobacco affect people?

The effects of smoking vary from person to person. The effects, for example, depend on whether theperson is male or female, family history and where the person works.

1. Immediate effects:• temporary rise in blood pressure

• increased acid in the stomach

• paralysis of the fine hairs lining the lungs

• weaker appetite, taste and smell

• dizziness, nausea, watery eyes


• physical fitness, both performance and endurance, is reduced


2. Long-term effects:• narrows, hardens blood vessels especially in the heart and legs

• increased risk of stomach ulcers

• speeds up signs of ageing such as wrinkles and dry skin

• reduces the rate of lung growth


• stains on fingers and teeth

• increased risk of colds, pneumonia, bronchitis




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Matching Body Parts

1. Brain and nervous systemactivity stimulated then reduced

2. Increased risk of cancer of thelarynx and pharynx

3. Acid in the stomach

4. Reduced appetite

5. Nausea

6. Increased risk of stomach ulcers

7. Paralysis of fine hairs liningthe lungs

8. Shortness of breath, coughing

9. Increased risk of cancer ofthe lungs

10. Increased risk of bronchitis,pneumonia, cold

11. Restricted blood flowto the fingers

12. Decreased blood supplyto feet and toes

13. Decreased sense of taste

14. Stains on teeth

15. Increased risk of mouth cancer

16. Odour on breath

17. Decreased sense of smell

18. Odour on the skin

19. Stains on fingers

20. Signs of ageing, dry skinand wrinkles occur earlier

Answers: brain: 1, throat: 2, stomach: 3-6, lungs: 7-10, fingers: 11, feet: 12, mouth:13-16, nose: 17, skin: 18-20.



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Smoking Scenarios1. Julia is 13 years old and waits at the gymnasium for her older sister

so they can walk home together. While Julia is waiting, one of herfriends suggests that they go outside and try a cigarette. Julia hasnever tried smoking a cigarette before.What should Julia do?

2. Rita goes to a family friend’s 40th birthday party. A lot of adults aresmoking. Rita does not enjoy the smell of the cigarettes.What should Rita do?

3. Roger smokes cigarettes after school at the park. His family doesn’tknow. One day Roger had no cigarettes and no money so he tooksome cigarettes from a packet he found from home. He offered oneto his best friend, Dan.What should Dan do?


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Stage 3STAGE 3 – UNIT TWO – LESSON 5 – ACTIVITY SHEET 5

Decision making examples

Scenario 1 - STAGE 3, UNIT TWO - LESSON 5




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Decision making examples



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Stage 3

Drinking somethingyour friend says isalcohol

Drinking a glass of wine

Drinking half a glass ofbeer without parentsknowing

Getting into a car withsomeone who has beendrinking alcohol

• unknown substance sothe effects areunknown

• feel sick

• feel nauseous

• feel sick

• fall asleep

• stopped by the policeand breath tested

• the driver is involvedin an accident

• the car runs into astationary object eglight pole

• get into trouble withparents

• parents are angry

• siblings annoyed

• embarrassed

• disappointment ofparents

• people in other carinjured

• people in other carkilled

Action Possible personalconsequences

List possibleconsequences to others

ConsequencesExamples of responses


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Drinking somethingyour friend says isalcohol

Drinking a glassof wine

Drinking half a glass ofbeer without parentsknowing

Getting into a car withsomeone who has beendrinking alcohol

Action Possible personalconsequences

List possibleconsequences to others

Consequences


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Background Inform

ationBACKGROUND INFORMATION

Background Information

Classroom practices

Cartoon strip

Limit 4 frames, 3-4 characters

Construction sequence:

• Introduction - setting the scene, introducing characters

• Problem introduced

• Problem discussed (perhaps alternatives or consequences could be suggested)

• Conclusion - solution

Parliamentary debate

Two teams of 3 speakers who take turns to debate a topic.

A speaker for the affirmative team begins, introducing the topic and outlining the issues.

The first speaker for the negative team does the same.

Speakers alternate from each team developing their case and rebutting the opposition’s arguments.

The final speakers on each team sum up their team’s case.

Polarised debate

A polarised debate allows students to modify their opinions during the debate.

A statement is presented to the students.

Students sit in a horseshoe shape.

Students who agree sit on the right hand side.

Students who disagree sit on the left hand side.

Students who are undecided sit across the top of the horseshoe.

The debate begins with a speaker supporting the statement, then a speaker who disagrees, then aspeaker who is undecided. Students may change positions around the horseshoe if they change theiropinion during the debate.

Students may keep a log of their opinions and feelings, making an entry if they change positions.Time should be provided for recording.

Semantic Web/Semantic Maps

Semantic webs are a way of organising information usingdiagrams or maps. A relevant picture or keyboard isplaced in a central location and wordsrepresenting facts, feelings are placed around it.

BACKGROUND INFORMATION

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Poems

Acrostic poem:

A word is chosen, for example, MEDICINE. The letters are written underneath each other. Then theletters are used as the initial letter in each line. Phrases or sentences relating to the initial word arewritten for each line.

Mum gives it

Every day

Doctor said so

I don’t like it

Cough, cough, cough

I know I’m sick

New books to read

Even television’s allowed!

Cinquain:

A cinquain is a five line poem.

Line one: name or subject of poem - one word Medicines

Line two: two descriptive words Taste awful

Line three: three descriptive words Thick brown liquid

Line four: four words on the subject Must be kept safely

Line five: one word summary. Ugghh!

Shape poem:

Shape poems are written using words, pictures and layout to create a visual image as a well as a wordimage.


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Background Inform


Decision making

How do we use the decision making proforma?

Issue

This is the first process in decision making.

It is important that the students identify the issues involved in the scenario.

Choices

What could the person in the scenario do?

Within any given scenario a number of choices can be made. It is expected that the students explorethese and are able to identify alternative choices. It is important that the students can identify positiveand negative choices and that they are also able to identify choices which are satisfactory to them.

Extension

Students could identify compromise situations, which involves extending the availablechoices.

Compromise

What else could the person do?

Extending the available choices.

The teacher will need to focus the students’ attention on explaining choices which provide anoptimum outcome. This can be done as a whole group for each scenario after the students haveworked on them in small groups or individually or the teacher can ask the students to identify awin win solution.

Consequences

These are the possible outcomes the students identify as a result of making choices.

They can be positive, negative or neutral. This applies to all choices.

Decision

Ultimately the students have to make a decision. If students are working in a group the decision has tobe a consensus but if working individually, that student must make the decision. The decision can bepositive, negative or neutral. It is important that the teacher discusses the decision with the class, interms of the risks. These risks may include:

health: feeling nauseous

economic: not getting pocket money

social: being ostracised, being punished by parents

emotional: breaking trust of parents

academic: not completing homework.


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Role playThe intent of role play in this resource is to develop behavioural skills and strategies that can betransferred to situations that may be encountered by students and where potential harm may occur.

Guidelines for Role Play

1. Students should only play positive roles. Teachers should play negative roles such as the driverwho is affected by alcohol, or a teenager trying to encourage someone younger to smoke acigarette.

2. Scenarios should be realistic so that students can transfer practised skills to situations they mayencounter.

3. Rules for working in groups need to be reaffirmed to allow maximum interaction in planning andperformance. All student input is accepted and valued.

4. Establish rules for role play, for example:

• students volunteer for roles

• no criticism of the interpretation of the role

• no interruption once role play commences.

5. Explain that in a ‘role’ students are reacting to the behaviour and values of the character in thescenario.

6. Negative consequences of decisions should not be avoided, but explored and discussed, forexample, ostracism from a group or rejection by a friend.

7. The role play session needs to be brought to an end. Students may be asked to comment on theeffectiveness of strategies, possible changes, situations where they think they may be able to usethese strategies.

8. Role plays should finish with debriefing procedures. These can be conducted by the students orteacher. It is important to emphasise that the role play is over.

9. If students are unsure of ways in which to participate in a role play, a small group may decide onbehaviour, attitude, reaction and one student may represent the group’s view.


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Background Inform


Major decisions on smoking and tobacco

Advertising of smoking and tobacco

Date Decision1976 Cigarette advertising on television and radio banned.1988 Amendment to the Broadcasting and Television Act, extending the ban on direct cigarette

advertisements to include all tobacco products.1989 Commonwealth Smoking and Tobacco Products Advertisements (Prohibition Act -

banning tobacco advertisements in the print media).1990 Tobacco advertising banned in print media.1991 NSW Tobacco Advertising Prohibition Act passed.1995 Commonwealth Tobacco Advertising Prohibition Amendment Act 1995.1995 Tobacco advertising banned from public places such as billboards and taxis.1999 Printed point of sale advertisements banned.1999 Restrictions placed on the display of tobacco products in retail outlets.1999 Warnings to be displayed at point of sale.

Decisions about smoking and tobaccoDate Decision1935 Bans on smoking in cinemas and theatre, due to fire safety.1968 Commonwealth legislation allowing for health warning on tobacco packs.1973 Health warning: Warning - smoking is a health hazard appears on all cigarette

packets in Australia.1977 Smoking banned in theatres.1985-1987 New health warnings regulations allowing for four rotating health warnings.1987 Additional health warnings placed on cigarette packets including:

Warning - Smoking is a health hazardSmoking damages your lungsSmoking causes heart diseaseSmoking causes lung cancer.

1988 Ban on smoking in buses and coaches registered under the Commonwealth InterstateRegistration Scheme.

1991 New South Wales increases the age of purchase for cigarettes to eighteen years of age.1992-1995 Commonwealth Government announces ban on tobacco sponsorship and other forms of

direct and indirect advertising from 1995.1996 Retailers required to ask for proof of age when selling tobacco products to young people.1997 New Smoking Regulation Act introduced to control environmental tobacco smoke.1998 Tobacco sponsorship for international sporting events held in Australia to be phased out

by 2006.1999 Further restrictions placed on location of vending machines to restrict young people’s

access.2000 The Smoke-free Environment Act 2000 introduced an immediate ban on smoking in most

enclosed public places in NSW.2001 The Smoke-free Environment Act 2000 (Phase 2) introduced a ban on smoking in dining

areas of pubs and clubs.

Additional examples of health warnings placed on cigarette packets include:Smoking when pregnant can harm your babySmoking killsYour smoking can harm othersSmoking is addictive.

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Legal aspects

Legalities of purchasing tobacco/licensed premises

• NSW Public Health Act 1991 states that the sale of tobacco products to people under the age of18 is prohibited.

• The Public Health Act provides that in cases where a retailer sells tobacco to someone under 18, itwill be a defence to the prosecution if the retailer can show -

(a) the person was over 14 years and

(b) the person had an approved ID at the time of the sale.

• The maximum penalty for selling tobacco to persons under 18 is $5500.

• There are five types of identification:

- a current driver’s licence

- a current rider’s licence

- driver’s / rider’s permit to learn to drive

- a current passport

- a ‘proof of age’ card issued by the Roads and Traffic Authority.

• A retailer should refuse to make a sale if unsure of any aspect of validity on the identification.

Legalities of purchasing alcohol/licensed premises

• Retailers are prohibited from selling alcohol to persons under the age of 18 years.

• ‘Proof of age’ required if a person’s age is in doubt. Identification types are the same as required forpurchasing tobacco products.

• There are five types of classification:

- a current driver’s licence

- a current rider’s licence

- driver’s / rider’s permit to learn to drive

- a current passport

– a ‘proof of age’ card issued by the Roads and Traffic Authority.

• Exemptions (through the Licensing Court) for minors to be present in specific areas of licensedpremises for pre-organised events can be obtained.

• Events may include weddings, sporting functions, alcohol-free entertainment.

• It is an offence to purchase alcoholic beverages for a minor.

• A retailer should refuse to make a sale if unsure of any aspect of validity on the identification.

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Types of Drugs

There are three categories of drugs:• Stimulants

• Depressants

• Hallucinogens.

Stimulants are those drugs which, when taken, increase activity in the central nervous system.Caffeine, nicotine, amphetamines, ecstasy and cocaine are some examples of stimulants.

These drugs increase heart rate, blood pressure and breathing. They also have the potential to suppressappetite and keep the user awake.

Depressant drugs slow down the central nervous system. Alcohol is the most used depressant.Analgesics, benzodiazepines and heroin are other examples. Cannabis can also have depressant effectswhen used in small amounts.

Users may experience decreased heart and respiration rate as well as relief from anxiety when usingsome of these drugs.

Hallucinogens can produce a wide range of vivid sensory distortions and also alter mood and thought.

LSD is an hallucinogen used by some young people. Psilocybin (magic mushrooms) and mescaline (acactus) are naturally occurring hallucinogens. Cannabis used in very large amounts can also producehallucinogenic effects.

Drug use

Drug use can be:

• Experimental • Recreational • Habitual • Circumstantial • Dependent.

Experimental use describes single or short-term use. The majority of drug use by adolescents fits intothis category. Young people often try a drug out of curiosity or to explore something new and different.

Recreational users choose a drug which suits their purpose and use it in a social setting. Many of the‘party drugs’ such as ecstasy and amphetamines are usually used in a recreational way.

Legal drugs such as alcohol, caffeine and tobacco are often used habitually. This is when the usertakes measured doses throughout the day.

Cigarette smokers who smoke irregularly often talk about having to ‘have a smoke’ when they are insocial situations such as after a meal. This circumstantial use occurs when a person uses them only inspecific circumstances.

Dependent users cannot stop use of a drug without suffering some form of mental or physical distress.This is the most publicised form of drug use. It occurs with coffee drinkers, cigarette smokers andproblem drinkers, as well as illicit drug users.

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Effects of drugs use

It is important to be aware that the effects of a particular drug can depend on many factors including:

• the type of drug • the duration of use

• how it is taken • body type

• the experience and tolerance of the user • size

• the health of the user • sex and the age of user

• the use with other drugs • other variables.

• the situation in which it is used

• the amount taken

Drug policy in Australia acknowledges that because drugs are used dangerously by some people,effective ways to reduce or minimise the harm associated with that use need to be developed.Strategies that are currently used include random breath testing for alcohol, needle exchange programsfor injecting drug users, and methadone maintenance treatment for heroin users.

It is important to realise that abstinence is an appropriate and important message for students inschool-based drug education programs.

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Background Inform


Caffeine

What is caffeine?

Not often thought of as a drug, caffeine is a stimulant which ‘speeds up’ the central nervous system.Caffeine was first separated from coffee in the early 19th century. In its pure form it comprises bittertasting white crystals.

Tea, cola beverages, chocolate and coffee are the most well known sources of caffeine. In tablet form,caffeine is also used in analgesic drugs, over-the-counter stimulants and weight loss products.

It is difficult to estimate how much caffeine is in our diet. The amount of caffeine in a cup of coffee ortea varies even if it is prepared by the same person using the same equipment and ingredients day afterday.

What are the short-term effects of caffeine?

In small doses the short-term effects of using caffeine include:

• increased alertness

• increased urination

• increased body temperature.

In larger doses, caffeine can produce headaches and nervousness. Delirium can occur in extreme cases.In very large doses caffeine can produce high blood sugar.

The following are estimates of the amount of caffeine contained in different products1.

Caffeine per serving (mg)

Fresh ground coffee 80 - 150

Decaffeinated coffee 3 - 4

Hot chocolate 50 - 70

Chocolate bar (28g) 15 - 30

Instant coffee 60 - 80

Tea 30 - 80

Cola drinks 35 - 55

What are the long-term effects of caffeine?

There is no evidence to suggest that caffeine will produce any long-term effects if usage does notexceed 600mg a day. Above this level, caffeine can cause insomnia, anxiety, depression and stomachupsets.

1Bunker and McWilliams, Journal of American Diet, 74:28-32, 1979.

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Myths surrounding caffeine

Myth: Caffeine is completely harmless.

The Facts

Consuming over 250 mg of caffeine in a short period of time can result in caffeine intoxication.The signs of intoxication are such things as nervousness, flushed face, insomnia, muscle twitchingand stomach aches. Many coffee users would have experienced some of these effects. Overdosing oncaffeine is possible. Although it can be unpleasant it does not kill or lead to permanent damage.The toxic dose for caffeine will vary from person to person, depending primarily on tolerance.

Myth: Drinking coffee will sober people up.

The Facts

The only reliable method of reducing the amount of alcohol in the body is to wait for the alcohol to bemetabolised. The liver is the main organ responsible for removing alcohol from the bloodstream (at therate of approximately one standard drink per hour for a healthy liver). A damaged liver will breakdown alcohol more slowly. If there is a reasonable amount of food in the stomach the alcohol will bebroken down more quickly. Cold showers, drinking coffee, fresh air, exercise and vomiting may helpthe user feel more alert but it will not reduce the Blood Alcohol Concentration (BAC).

Myth: Coffee is not addictive.

The Facts

Withdrawal from regular use of coffee may result in headaches, vomiting and other flu-like symptoms.

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Tobacco

What is tobacco?

Tobacco smoke is a mixture of almost 4,000 different chemical compounds, including tar, nicotine,carbon monoxide, acetone, ammonia and hydrogen cyanide.

Nicotine is a poison. Swallowing a small amount of pure nicotine can kill an adult. It is a stimulantwhich restricts the flow of blood and causes blood pressure to rise.

Tar is released when a cigarette burns. This is the main cause of lung and throat cancer in smokers andalso aggravates bronchial and respiratory disease. A smoker who smokes one packet a day, inhalesmore than half a cup of tar from cigarettes each year.

Tobacco is ingested through smoking cigarettes and pipes. It can be sniffed as snuff, or chewed. It canalso be ingested through passive smoking.

What are the short-term effects of tobacco?

Short-term effects produced by tobacco include:

• increased pulse rate

• temporary rise in blood pressure

• acid in the stomach

• brain and central nervous system activity stimulated then reduced

• decreased blood flow to body extremities

• dizziness, nausea and watery eyes.

The vast majority of tobacco related deaths are due to cancers, heart disease and chronic bronchitis.

Other names for tobacco

Tobacco is also known as smokes, gaspers and fags.

What are the long-term effects of tobacco?

Long-term effects include:

• diminished or extinguished sense of smell and taste

• increased risk of colds and chronic bronchitis

• increased risk of emphysema

• increased risk of heart disease

• premature and more abundant face wrinkles

• increased risk of cancer of the mouth, larynx, pharynx, oesophagus, lungs, pancreas, cervix, uterusand bladder.

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Myths surrounding tobacco

Myth: Smoking tobacco calms your nerves.

The Facts

Many smokers believe smoking calms their nerves. However, smoking releases epinephrine, ahormone which creates physiological stress in the smoker, rather than relaxation. The addictive qualityof the nicotine contained in the cigarette makes the user smoke more to calm down, when in fact thesmoking itself is causing the agitation.

Myth: Nicotine withdrawal is far worse than withdrawal from alcohol or heroin.

The Facts

Nicotine is a highly addictive drug. Smokers who quit may have great difficulty with withdrawalsymptoms. However, nicotine withdrawal is usually not as problematic as severe alcohol or heroinwithdrawal. Nicotine withdrawal usually involves intense cravings and psychological symptoms suchas mood swings and lack of concentration. Alcohol and heroin withdrawal also involve substantialphysical symptoms such as tremors, sweating and diarrhoea.

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Alcohol

What is alcohol?

The active drug contained in all alcoholic drinks is ethanol. This drug is produced as a result offermentation of grains (beer), vegetables (vodka) and fruits (wine), changing sugars into ethyl alcohol.Pure alcohol has no taste and is a colourless liquid. Alcoholic drinks vary in appearance and taste dueto the other ingredients contained within them and as a result of the method of manufacture.

What are the short-term effects of alcohol?

The short-term effects of using alcohol may include:

• loss of inhibitions

• flushed appearance

• lack of co-ordination and slower reaction time

• blurred vision and slurred speech

• aggression

• vomiting

• at high doses – coma and death.

Alcohol is absorbed directly into the bloodstream through the walls of the stomach and small intestine.It is then quickly distributed to all parts of the body, including the brain. The liver is the main organ ofthe body responsible for removing alcohol from the bloodstream.

Other names for alcohol

Alcohol is also known as grog, piss, booze, juice and sauce.

What are the long-term effects of alcohol?

The long-term effects of alcohol use may include:

• liver, heart and brain damage

• poor work performance

• legal and financial difficulties

• family and relationship problems

• sexual impotence and a reduction in fertility

• concentration and short-term memory problems.

Myths surrounding alcohol

Myth: Alcohol is a stimulant.

The Facts

Because many people lose their inhibitions when they drink alcohol there is a popular misconceptionthat alcohol is a stimulant. However, it is a depressant and reduces inhibitions by slowing down part ofthe brain, making people take risks they would not normally take.

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Types of alcoholic drinks

• beer

• regular beer (full strength beer)

• light beer or super light beer

• wine

• cider

• coolers

• champagne

• mixed drinks (often a fruit juice or soft drink added to a spirit such as vodka, rum, bourbon)

• spirits, for example, brandy, rum, whisky, vodka, tequila, gin, bourbon

• liqueurs

• sherry

• port

Beer

Beer is fermented barley with hops and water added. There are a number of varieties such as lager,draught and bitter.

Regular beer is also known as standard or full strength beer and has about 5% alcohol/volume.

Light beer is beer that is produced with a lower than regular alcohol level. Light beer has between2.5% to 3.5% alcohol/volume.

Beer is sold in cans, bottles (plastic or glass) and kegs.

Wine

Wine is made from fermented grapes. The colour of the grape usually dictates the colour of the wine.Wine can also be made from fruits.

The standard wine bottle contains 750 ml. Casks usually contain 4 or 5 litres.

Cider

Cider is made from fermented apple juice. Cider is sold in bottles and cans.

Coolers

Coolers are made from blending wine and fruit juices. The alcohol content is lower than wine becauseof the presence of the juice. They are usually sold in small bottles and casks.

Champagne

Champagne is produced from fermented grapes and has bubbles added through a variety of processes.Champagne bottles usually hold 750ml but may come in larger and smaller bottles.

Mixed drinks

Mixed drinks are made by combining a spirit, for example, rum, vodka and a soft drink and sometimesfruit juice. They are sold as a premixed drink in cans and bottles.

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Background Inform


Spirits

Spirits are distilled alcoholic liquor. Distilling is the process of boiling fermented liquor to reduce itsvolume and create a higher alcohol concentration. Spirits and liqueurs have the strongest alcoholstrengths. They are usually sold in bottles containing varying quantities.

Liqueur

Liqueurs are concentrated spirits that have been flavoured. Liqueurs are usually sold in glasscontainers.

Sherry and port

Sherry and port are fortified wines, that is they are produced by adding extra amounts of alcohol.Alcohol strengths range from 18% to 20% alcohol/volume. They are sold in 750 ml, 2 litre bottles(flagons) and casks.

NoteAlcohol by volume

Alcohol by volume is measured as a percentage of capacity. If, for example, a bottle of cider contains5% alcohol by volume (written on the bottle as 5% ALC/VOL), then 5 percent of the liquid in thebottle is straight pure alcohol.

Glossary of commonly used drug education terms

Abuse

Continual misuse of a drug:

• some drugs have a greater dependenceproducing risk than others

• all drugs show a relationship between theamount taken and the effect

• the length of time and the number of times adrug is taken affects the toxic reaction to anydrug

• the way in which a drug is used affects thetoxic reaction, for example, intravenous use ofany drug carries a danger of infection.

Drugs

A drug is any substance which, when takeninto the body, alters its function physically orpsychologically, excluding food, water andoxygen... World Health Organisation.

Drugs may be classified into categoriesdepending on their main effect on the centralnervous system:

• depressants are drugs that when taken, slowdown the function of the central nervoussystem.

They include alcohol, opiate analgesics (opium,morphine, pethidine, codeine, methadone,heroin), non-opiate analgesics (aspirin,paracetamol), general anaesthetic, barbiturates,cannabis, solvents and inhalants.

• stimulants are those drugs which, when taken,increase activity in the central nervous system.

They include nicotine, cocaine, caffeine andamphetamines and related drugs such asecstasy.

• hallucinogens are drugs which can produce awide range of vivid sensory distortions andalso alter the user’s mood and thought. Theyinclude LSD, magic mushrooms and cannabis(large doses).

Medications

Medications may be classified as:

• prescribed

• non-prescribed or over the counter.

Prescribed medications are only obtainable with aprescription from a registered medicalpractitioner, dentist or veterinarian.

Non-prescribed drugs can be obtained withoutprescription, for example, minor analgesics,alcohol and tobacco.

Medication comes in many forms such ascapsules, tablets, soluble tablets, oralpreparations and mixtures, creams, powders,drops or inhalations.

Injections and suppositories are also used.

Misuse

Inappropriate use can include:

• incorrect amount taken (age, sex, body weight)

• manner taken (frequency, how administered,combination with other drugs)

• circumstances (place, presence of others)

• not your own medication.

Smoking

Passive smoking: the inhalation of smoke fromothers’ cigarette or tobacco products.

Mainstream smoke: smoke inhaled from a litcigarette or tobacco product directly into themouth and lungs, then exhaled.

Sidestream smoke: smoke from burningcigarettes, pipes or cigars.

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GLOSSARY

k-6 drug education resource -...

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