FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Weeks 6-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Health: Drug Awareness

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

What is a Drug?
Week 6: Lesson 1
Friday Period 5, 1:30pm – 2:20pm
SPECIFIC LESSON OBJECTIVES
1. Write an accurate definition of a drug.
2. Categorise drugs into legal and illegal drugs.
3. State clearly the procedures for taking medicines safely.

CURRICULUM LINKS TIMING TEACHING & LEARNING EXPERIENCES KEY QUESTIONS RESOURCES

Personal, social and 1:35pm Motivation/Introduction What is a drug? NSW Department

community health:
Being healthy, safe and
active
Strategies that promote a
healthy lifestyle, such as:
refusing medicines,
tobacco, alcohol or other
drugs (ACPPS054)
•
1. Defining drugs of Education &
• Students write their own definition of a drug on a post-it note and stick on the whiteboard. Training: K-6 Drug
• As a class check dictionary definition and discuss. Education
• Compare with World Health Organisation definition (activity sheet 1, pg. 96). Resource
p 82-150
1:40pm Activities What drugs can you
2. Identifying drugs name? Activity sheet 1:
• Brainstorm as a class: What drugs can you name? What is a drug?
• List responses and discuss. p.96
• Send students back to their desks and using Worksheet 1, students classify drugs into: Why do some drugs
o Legal drugs appear in more than Worksheet 1:
o Illegal drugs one category? Classification of
• Discuss classification of the drugs on the list, and question: Why do some drugs appear in drugs, p.97
more than one category? What are some types
of medicines?
1:55pm 3. Types of medicines Where can you get
• Review types of medicines and where they are obtained. medicines from?

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 4. Rules and procedure for taking medicines What kinds of rules
• What kinds of rules and procedures do we need to follow for taking medicines? and procedures do
• As a class, write a procedure for taking medicines (review format of procedural writing). we need to follow for
• Statements could include: taking medicines?
1. Read instructions on medicine bottles or packets and collect required equipment, for
example, medicine glass, glass of water
2. Ensure it is the correct time of day
3. Measure the correct dosage, for example, 5ml
4. Take medicine
5. Put the medicine back in the medicine cabinet
6. Clean equipment.

2:15pm Closure What are drugs?

5. Review learning from the lesson
• What are drugs? How do we classify
• How do we classify drugs? drugs?
• Why do we need to follow a procedure for taking medicines?
Why do we need to
Catering for Learner Diversity Assessment follow a procedure
• Differing structure – individual, partner, • Observations and anecdotal notes for taking medicines?
group work and whole class opportunities o Discussions and responses
provided. o Work samples

Reflection

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SPECIFIC LESSON OBJECTIVES
1. Identify and discuss the harmful effects of smoking.
CURRICULUM LINKS
Personal, social and
community health:
Being healthy, safe and
active
Strategies that promote a
healthy lifestyle, such as:
refusing medicines,
tobacco, alcohol or other
drugs (ACPPS054)
Reflection
Smoking – Effects
Week 7: Lesson 2
Friday Period 4, 12:00pm – 12:50pm
TIMING TEACHING & LEARNING EXPERIENCES KEY QUESTIONS RESOURCES
12:00pm Motivation/Introduction How did you feel Make Smoking
1. Make Smoking History WA (latest anti-smoking campaign): when watching the History WA
https://makesmokinghistory.org.au/more-information/latest-campaign videos of Terri?
• As a class watch the videos and read the accompanying information about Terrie Hall. NSW Department
• Discuss the emotional responses and effects the anti-smoking campaign had on the students. What effect did of Education &
Terri’s story have on Training: K-6 Drug
12:20pm Activities you? Education
2. Shared reading Resource
• As a class, read Activity sheets 2 and 3. Is there anything that p 82-150
• Discuss particular points or questions that arise. shocked you about
tobacco or the effects Activity sheets 2
3. Students complete Tobacco - cloze passage on Worksheet 4 individually, using the activity sheets of smoking? and 3: Facts –
that were read together. Tobacco & Facts –
Effects of smoking,
12:45pm Closure p.100-101
4. As a class compare responses of Worksheet 4 and orally complete Quick Quiz at the bottom of the
worksheet. Worksheet 4:
Tobacco - cloze
Catering for Learner Diversity Assessment passage, p.102
• Differing structure – individual, partner, • Observations and anecdotal notes
group work and whole class opportunities o Discussions and responses
provided. o Work samples
3

SPECIFIC LESSON OBJECTIVES
1. Analyse situations when harm may occur.
2. Use decision making skills to make informed choices.
CURRICULUM LINKS
Personal, social and
community health:
Being healthy, safe and
active
Strategies that promote a
healthy lifestyle, such as:
refusing medicines,
tobacco, alcohol or other
drugs (ACPPS054)
Smoking – Scenarios
Week 8: Lesson 3
Friday Period 5, 1:30pm – 2:20pm
TIMING TEACHING & LEARNING EXPERIENCES KEY QUESTIONS RESOURCES
1:35pm Motivation/Introduction Where are some NSW Department
1. Smoke free places smoke free places in of Education &
• Display Activity sheet 4: No smoking sign, p.103, and ask the meaning of the symbol and our community? Training: K-6 Drug
where it can be found. Education
• As a class compile a list of smoke-free locations in the community. Resource
p 82-150
1:40pm Activities What is passive
2. Passive smoking smoking? Activity sheet 4:
• What is passive smoking? (The inhalation of smoke from others’ cigarette or tobacco No smoking sign,
products). What are the effects p.103
• What are the effects of passive smoking? of passive smoking?
• Scenario examples: Activity sheet 5:
o You are waiting to catch a bus and the person next to you lights a cigarette. What are some other Scenarios, p.104
o A family is eating lunch at an outdoor restaurant and someone is smoking at the table scenarios that would
next to them. involve passive
• What are some other scenarios that would involve passive smoking? smoking? Activity sheets 6
and 7: Decision
1:50pm 3. Scenarios: How to say ‘no’ to smoking Making Examples,
• Read scenario 1 from Activity sheet 5: Scenarios, p.104. What would you do p.106-107
• Using the Decision Making Proforma, p.105, discuss the scenario. in this situation?
• Model how to complete Decision Making Proforma using Decision Making Examples as a
What would be the
guide on Activity sheets 6 and 7, p.106-107.
consequences?
• In small groups. students complete a Decision Making Proforma of one scenario from Activity
sheet 5.
• Early finishers: individually design a sticker or badge promoting non-smoking (encourage
emphasis on health aspects).
2:15pm Closure
4. Groups report decisions made to the class.
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 Catering for Learner Diversity Assessment
• Differing structure – individual, partner, • Observations and anecdotal notes
group work and whole class opportunities o Discussions and responses
provided. o Work samples

Reflection

5

SPECIFIC LESSON OBJECTIVES
1. Define alcohol.
2. Identify the effects of alcohol.
CURRICULUM LINKS
Personal, social and
community health:
Being healthy, safe and
active
Strategies that promote a
healthy lifestyle, such as:
refusing medicines,
tobacco, alcohol or other
drugs (ACPPS054)
Reflection
Alcohol – Effects
Week 9: Lesson 4
Friday Period 4, 12:00pm – 12:50pm
TIMING TEACHING & LEARNING EXPERIENCES KEY QUESTIONS RESOURCES
12:00pm Motivation/Introduction What does the word NSW Department
1. Defining alcohol alcohol mean to us? of Education &
• As a class, students respond to the question: What does the word alcohol mean to us? Training: K-6 Drug
• Write the responses on the eBoard in a mind map format. Education
Resource
12:05pm Activities Is there anything that p 82-150
2. Shared reading shocked you about
• As a class, read Activity sheets 8 and 9: What is alcohol? and Effects of alcohol, p.108 -109. alcohol or the effects Activity sheets 8
• Discuss particular points or questions that arise. of alcohol? and 9: What is
• Students compare their responses to the class mind map created previously to Activity sheets alcohol? and
8 and 9. Effects of alcohol,
p.108 -109.
12:40pm Closure What was already
3. Reflection known about
• In pairs students answer the following: alcohol?
o What was already known about alcohol?
o What new things did we learn about alcohol? What new things did
• Students report to the class on one new fact that they have learnt in this lesson. we learn about
alcohol?
Catering for Learner Diversity Assessment
• Differing structure – individual, partner, • Observations and anecdotal notes
group work and whole class opportunities o Discussions and responses
provided. o Work samples
6
 Alcohol – Harm & Consequences
Week 10: Lesson 6
Friday Period 5, 1:30pm – 2:20pm
SPECIFIC LESSON OBJECTIVES
1. Identify where and why people may consume alcohol.
2. Discuss situations involving alcohol and identify possible harm and consequences.

CURRICULUM LINKS TIMING TEACHING & LEARNING EXPERIENCES KEY QUESTIONS RESOURCES

Personal, social and 1:35pm Motivation/Introduction Where do people NSW Department

community health: 1. Discussion/brainstorm: Where do people consume alcohol? consume alcohol? of Education &
Being healthy, safe and • At what events do people sometimes drink alcohol? Training: K-6 Drug
active • At what events do people usually not drink alcohol? Why do people Education
• Students consider the following environments: home, special events, sports events, social consume alcohol? Resource
Strategies that promote a activities (make clear that alcohol does not have to be involved in social situations). p 82-150
healthy lifestyle, such as:
refusing medicines, 2. Discussion/brainstorm: Why do people consume alcohol? Worksheet 4:
tobacco, alcohol or other • What reasons may people give for drinking alcohol? Consequences,
drugs (ACPPS054) • What reasons may people give for not drinking alcohol? p.134
• Students consider why people may drink in the following situations: home, special events,
sports events, social activities.

1:45pm Activities
3. Consequences of consuming alcohol What does harm
• Highlight that sometimes there may be harms to other people when alcohol is consumed. mean?
• Clarify the term ‘harm’. Ask students to provide a synonym for the word ‘harm’ e.g. injure,
damage, hurt, wound. What are some
possible
• Explain that as with any action, when consuming alcohol there are consequences. The aim of
consequences for
the Worksheet 4: Consequences, p.134, is to consider the consequences of alcohol-related
consuming alcohol?
harm.
• Students complete Worksheet 4 in pairs.
• As a class, discuss worksheet responses.

2:05pm Closure
4. Harm continuum
• Designate one end of the room to be least harmful situation, and the other end of the room
the most harmful situation.
• Students rate the harm associated with the statement by standing on a particular place on
the continuum.

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 • Teacher reads the following statements. Students may be asked to give a reason why they are
standing at a particular spot on the continuum:
o A 12-year-old crossing the road
o A 12-year-old crossing the road at night
o A 12-year-old being a passenger in a car
o A 12-year-old being a passenger in a car with a person who has been drinking alcohol.
o A 12-year-old at his/her parent’s party and tasting an alcoholic drink
o A 12-year-old at his/her friend’s party and tasting an alcoholic drink without parental
permission.

Catering for Learner Diversity Assessment

• Differing structure – individual, partner, • Observations and anecdotal notes
group work and whole class opportunities o Discussions and responses
provided. o Work samples

Reflection