FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, wks 1-3 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

Notes about device access in the classroom:

Each student will need access to a laptop for all three lessons.
Need iPad for iMovie/Stop Motion in the second class.
WEEK West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESS Curriculum OBJECTIVE (what & how) EXPERIENCES and other
ON LINKS (Introduction, Body and Conclusion)

1 ACPPS092 Introduction into alcohol  Formative  Intro:  Kahoot: Alcohol

Health and PE  What does it do to your
Analysis of body?
images and  Using the website “The right
messages in the Mix”:
media related to:  Complete the “How
 Alcohol much is in your glass?” 
to get an understanding
of drinking in
moderation  what is
“a” standard drinking
depending on the type
of alcohol
 Determine the
difference between
healthy and unhealthy
drinking by completing
the “How much are you
really drinking?” section
 involving imaginary
scenarios
Complete the  Beginning with Kahoot, to see what they already  “How much is in
Kahoot “alcohol” know about alcohol. your glass?”
to understand what  Questions may include:  https://www.therig
they already know o What category does alcohol fall into? htmix.gov.au/how-
about alcohol o What is a long-term effect of alcohol? much-is-in-your-
Formative  o Which of the following has more standard glass/
complete the drinks?  “How much are
scenarios, identify  Then complete the “How much is in your glass” to you really
at the start their find out whether they understand what a standard drinking?”
hypothesis and drink is  https://www.therig
listen to their Body: htmix.gov.au/how-
conversations  During the body of the class, students will get into much-are-you-
concluding the pairs for this activity. really-drinking/
online activity.  The student will each be given a different scenario of  Alcohol and You:
a person and their drinking habit for a week  binge An Interactive
drinking, social drinking, 2 drinks a night with dinner Body
(find scenarios on the website)  https://www.colleg
 Before doing the online interactive activity, they edrinkingpreventio
must write down whether they believe the scenario is n.gov/specialfeatur
healthy or unhealthy drinking. es/interactivebody.
 Once completed, the student must compare with their aspx
counterpart, see who had the healthier drinking
habits
o How many calories did each consume?
o Was it excessive?
o How much exercise did they have to do to
make up for the drinks consumed?
 Questions teacher can ask students:
 o How many drinks is considered safe on any
one day?
o What happens when it exceeds this?
o How many days should you aim for when
trying to break the drinking habit?
o Is there a difference between binge drinking,
social drinking or drinking a “few”
everyday?
Conclusion
 To understand the side effects, for homework students
will complete the “Alcohol and You: Interactive Body”
activity.
o Must write down 3 different organs and how they
are affected, for the teacher to check in the next
class
2 ACPPS092  Research how students Formative  see Intro:  “Alcohol clock
Health and PE can look after results at the end of the  Commence with the “Alcohol clock game” to see if game”
Analysis of themselves and others in “Alcohol clock game” they understand from last lesson how to drink in  http://www.talkab
images and different situations hat to see if they stored moderation, safe drinking habits outalcohol.com/alc
messages in the involve alcohol anything from last  While students are completing this, teacher will ohol-clock/
media related to:  Using iMovie or Stop lesson come around and make sure students have done the  “Reach out.com,
 Alcohol Motion to identify the homework from last class  3 different organs and Alcohol, drugs
implications/consequenc how they are affected by alcohol and addiction 
es of excessive alcohol Body: alcohol
consumption and  Students will be divided into groups of 4 (each  https://ie.reachout.
different ways to limit student will be giving an object and they need to find com/inform-
this risk the other 3 that match, they will each be delegated a yourself/alcohol-
scenario  found on the website (given a number drugs-and-
and they must find the scenario that corresponds to addiction/alcohol/
the number) which are all leaning towards the  Imovie/Stop
negative side of drinking and risky behaviour Motion (iPad) 
 From there each group must act out the full scenario scenarios
in an iMovie or Stop Motion  Consequences can
be physical, social and societal = issues concerning

3 ACPPS092 Safety and alcohol
Health and PE  Medias impact  compare
Analysis of the difference between
images and alcohol related ads,
messages in the government ads and alcohol
media related to: company ads
 Alcohol  Social pressure  ads on
Instagram, Facebook, social
media influencers
drink driving, drink and drown, risky situations and
behaviour, violent behaviour (3-5 mins)
o They must then remake the same event but
how they would do it differently, so the
character was safe and did not make the
unsafe decision.
 Once all movies have been completed, they will then
show them to the class
 Each group can be asked
o Why did they choose that way to reduce the
risk of that dangerous behaviour?
o Would they feel confident in doing this in
real life situations?
 Ask the class
o Is there any other way the scenario could
have gone for a good outcome?
Conclusion
 For the next lesson, students must bring in a photo or
video from the internet  Facebook, Instagram,
YouTube, social media influences (must be an online
copy)
o Can also be created by the government or by
alcohol companies
 Formative  Intro  Quizlet
identify if they  A Quizlet will be completed at the start of the lesson  Google doc
understand how i.e: share their images
the adverts on o Questions on safe drinking practices and videos
alcohol are o Standard drinks  Mindmap 
supposed to affect o What to do with different scenarios Popplet
the public (looking o How much alcohol should be consumed in a
at the google night?
document) o How to break a bad drinking habit?
 Summative   Teacher will go around and sure each student has had
mind map must be a photo or video (homework from last lesson)
submitted at the Body
end of the last  Each student will upload the images onto a google
lesson doc
 To be marked  Students will go have a look at each different image
and handed or video and leave notes on how they believe the
back advertisement is either a good influence or bad
influence on drinking behaviours
 Bring the class in for a group discussion
o What make an advertisement appealing to
the public, in relation to drinking?
o Do the advertisements from alcohol
companies make you want to consume their
product?
o Do they have slogans? Do they draw you in?
o Do government adverts on alcohol persuade
you to either not drink or drink in safe
quantities?
o How do you believe they do this?
Conclusion
 Complete a mind map on everything they have learnt
in the 3 classes so far i.e
o Standard drinks in a day
o Effects of excessive consumption on the
body
o Safe practices when drinking
o Social media and medias representation of
alcohol and the pressures
o Governments role in reducing alcohol
consumption