Risky Business Year 7 Period 3, 12/10/17

Topic area: Risky Business Stage of Learner: Year 7 Syllabus Pages: 12

Date: 12/10/17 Location Booked: G6 Lesson Number: 1

Time: 62 minutes Total Number of students: 25 Printing/preparation:

Roll
Laptop with connections

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Discussion. Take actions to protect, A student describes the
4.6 – A student describes the promote and restore nature of health and
nature of health and analyses individual and analyses how health
how health issues may community health. issues may impact on
impact on young people. young people.
4.7 – A student identifies the
consequences of risk A student identifies the
behaviours and describes consequences of risk
strategies to minimise harm. behaviours and
describes strategies to
minimise harm.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Critical and creative thinking  Communicating
 Personal and social capability  Decision – making
 Interacting

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.
 Time Teaching and learning actions Organisation Centred
T/S
0-5 TEACHING VOICE “sit down, bags down, hats off, books out and Teacher: Marks the roll. T
listening”. Students are to take their seats (from seating plan in black Student: Takes their seats while
folder) and then teacher marks the roll-on paper (on sentral once the listening for their name called
class is settled and into activity or immediately after the class has out for the roll.
finished). Teacher positioning: At the
front of the classroom while
taking the roll.
Resources: Laptop, paper with
roll on it.
5 - 10 What is a risky situation and risk taking? - Introduction Teacher: Instructs students to T/S
(Activity) Watch video called ‘Risky Situations’ in Click View – the listen to the video and then
introduction – up to the first situation (2mins 50 secs). reads the paragraph to the
class. Ask any relevant
(Tell) When you do something and there is a positive or negative questions to the topic.
consequence or something happening. Student: Listens and asks
questions when appropriate.
Trying new things and testing the boundaries is defined as risk taking. Teacher Positioning: At the
When it involves engaging in activities that have the potential to result front of the classroom.
in harm to oneself or others it is negative risk taking. You should Resources: Lesson plan sheet,
understand the potential for negative consequences or outcomes laptop and projector.
from your behaviour, particularly if it seems exciting or likely to
improve the way your friends see you.

Risk taking behaviour is part of normal youth development. It can help

you to build confidence and strengthen decision making skills. Risk
taking behaviour can be healthy and help you to thrive. Many adults
think of risk as a bad thing.

There are certainly negative risky behaviours such as substance use,

stunts that can result in serious injury, texting while driving and
unprotected sex. Fortunately, there are many positive risks that can
fulfil your need for thrill in a healthy way such as roller coaster rides,
going for a job interview and falling in love.

10 - 25 Negative risky situations (shoplifting) Teacher: Introduce the first T/S

(Activity) Watch video called ‘Risky Situations’ in Click View – after the part of the video then follow
introduction watch the shoplifting situation – stop video before phases of questions as provided
consequences (shown on video as “What happens next?”) on the left.
Student: Listens to the teacher
(Ask) What are the possible options for Steve to take? and video. Ask questions when
appropriate and engage in
(Activity) Watch video called ‘Risky Situations’ in Click View – discussion.
recommence video of shoplifting situation and play through the Teacher Positioning: At the
options. front of the classroom.
Resources: Lesson plan sheet,
Revisit the options the students said: laptop and projector.
(Ask) Did we get all the options that Steve could take?

Shoplifting (Steve) – options he could take and consequences

1. Says no put it back and friend agrees
2. Says no put it back and friend calls him a sook
3. Steve steals it and get away with it
4. Steve steals it and they get in trouble with Police
25 - 40 Negative risky situations (smoking and alcohol) Teacher: Introduce the first T/S
(Activity) Watch video called ‘Risky Situations’ in Click View – after the part of the video then follow
shoplifting situation play first part of the smoking and alcohol phases of questions as provided
situation – stop video before consequences (shown on video as “What on the left.
happens next?”) Student: Listens to the teacher
and video. Ask questions when
(Ask) What are the possible options for Ange to take? appropriate and engage in
discussion.
(Activity) Watch video called ‘Risky Situations’ in Click View – Teacher Positioning: At the
recommence video of smoking and alcohol situation and play through front of the classroom.
the options. Resources: Lesson plan sheet,
laptop and projector.
Revisit the options the students said:
(Ask) Did we get all the options that Ange could take?

Smoking and alcohol (Ange) – options she could take and

consequences
1. Took cigarette and alcohol then vomited in bed
2. Took cigarette and alcohol then gets in trouble with father
3. Took cigarette and alcohol then lung and liver damage
4. No did not take them and is still accepted
5. No did not take them and is rejected by friends

40 - 55 Deciding what is positive and negative risk taking Teacher: Explains activity and T
(Activity) As I call out a risk taking activity: then adds any questions when
Cross your arms across your chest for negative risk taking activities appropriate.
Raise your arms in the air for positive risk taking activities Student: Listens to the
explanation of the activity and
List then actively completes task.
Playing soccer (+) Teacher Positioning: At the
Painting an artwork (+) front of the classroom.
Driving a car too fast (-) Resources: Lesson plan.
Dancing in a musical (+)
Texting or talking on the phone while driving (-)
Unprotected sex (-)
Auditioning for a play (+)
Volunteering at an aged care facility (+)
Smoking (-)
Stealing (-)
Excessive alcohol consumption (-)
Going on holidays to the beach (+)
Making new friends (+)
Entering a maths competition (+)
Gang activity (-)
Binge eating (-)

(Activity) Please write down three positive and three negative risk
taking behaviours in your book.
Ask a number of students to give an example.

(Activity) Get each student to check their neighbours example.

55 - 60 Recap what is risk taking – positive and negative Teacher: Recaps the lesson by T
Positive risk taking is a valuable experience. It is one that has the asking questions and reading
possibility of failure, but is also rewarding and relatively safe. Positive out statements (on left)
or healthy risks that are good to encourage in teens include sporting Student: Listens to the recap
activities, artistic and creative abilities (theatre, dance, music), given by the teacher and adds
volunteer activities, travelling, making new friends, or entering to the class discussion.
competitions (academic or athletic).
 Teacher Positioning: At the
Negative or unhealthy risk-taking behaviour includes driving too fast, front of the classroom.
texting or talking on the phone while driving, unprotected sex, Resources: Whiteboard
smoking, excessive alcohol consumption, stealing, gang activity, or markers if anything needs to be
disordered eating. written on the board.

Reflection
Were all the students actively participating and contributing to class discussions?

Were there any students who seemed disengaged or uninterested? If so, how did you
accommodate to these students or how did you resolve this issue?

What worked well? What could be changed?

Do you feel as though your students gained something useful from the lesson?

Other considerations
Set up the laptop during lunch.

WHS
Ensure that any cords (laptop connected to interactive whiteboard or iPad chargers) are secure
out of the way or are taped to the ground.