|
 Centre for Addictionand Mental Health |
|
|
|
Education and Courses
|
Educating Students about Drug Use and Mental Health - Grade 5: Expectation 2
Specific Learning Expectation Apply decision-making skills to make healthy choices about alcohol use, and recognize factors (e.g., the media, family members, friends, laws) that can influence the decision to drink alcohol. Background Information The decision-making model used in the Grade 4 program is the "IDEAL" model (used with permission for the "Smoke Free Class of 2000, Grade 7 Kit", Council for Tobacco-Free Ontario (1994) ), which stands for Identify (the problem), Determine/Discuss alternatives, Evaluate alternatives (pros and cons), Act (by voting on an alternative which seems "best" for you in the situation), Learn (discuss what people mean by "best" and how this could be different for each individual, and change as the situation changes). The last component in most cases means "Learn from the experience", and is meant to be a "post-action" step. However, in order for students to identify the many varied situations that young people experience, the step is defined this way for this lesson. Hot Tips for Teachers Decision-making: Often, students at this age will respond to a decision-making model and/or a role-playing exercise by giving the answer that they think is the "correct" one. It is important to help them understand that this may not always work for them, if they want to keep their friends. The discussion following the small group work is meant to facilitate this process, as the students identify the factors that influence them and how they can still do what they feel is best for themselves and keep their friends. Advertising: Some of the most common advertising techniques are:
Advertising comes in many forms:
Teaching/Learning Strategies 1. Review the steps of the decision-making model IDEAL. 2. Divide the students into small groups. 3. Present each group with a scenario concerning alcohol use. 4. Activity:
List of Scenarios (Courtesy of American Health Foundation: Know Your Body - School Health Education Program (1996), published by Kendall/Hunt Publishing Company, Dubuque, Iowa. Phone 1-800-228-0810.) a) A friend invites you to his house. When you get there, you find his older sister and her friend. They ask you and your friend if you want to try some beer. Your friend says "OK" but you don't want to. What do you do? b) Your family is at a picnic and the adults are drinking a fruit punch with alcohol in it. You notice that some of the kids are drinking the punch. They say, "Come on, chicken, no one will notice!" You don't want to drink the punch. What do you do? c) When you go to the bathroom at recess, you find a group of your friends drinking "hard" lemonade (with alcohol). They seem to be having a good time and they want to share their drinks with you. You decide you don't want any. What do you do? d) There is a school dance and you are excited about going. Your best friend decides to take a bottle of beer from her fridge, because that's what her parents do when they are going to a party. You don't want to take the beer with you. What do you do? IDEAL Decision-Making Worksheet Identify the problem: Describe the alternatives: Evaluate the alternatives: Act out the plan: Learn from the experience: When the students have completed this exercise, introduce the topic of alcohol advertising with the exercise "Mixed Messages" (ACTION: Alcohol, Cannabis and Tobacco Health Promotion Project for Youth, reprinted with permission from The Ontario Physical and Health Education Association, for use by the Centre for Addiction and Mental Health, Copyright © 1996, Ontario Physical and Health Education Association (OPHEA) ). Mixed Messages Discuss as a large group, the strategies alcohol manufacturers use to promote their products and list these on chalkboard. Discuss the mixed messages that can result from this advertising. Review the short and long-term effects of alcohol. In small groups, ask students to discuss their favorite ads. Ask them to decide what techniques are being used, from the list on the chalkboard. Appoint a recorder to keep track of these techniques. Have the students design a TV advertisement about the reality of alcohol effects, using the same appealing advertising techniques. Each group presents their advertisement to the rest of the class. Assessments of Learning 1. Review of the decision-making model 2. Observation of small group work 3. Completion of the IDEAL checklist 4. Discussion about advertising techniques 5. Class presentation of the "reality" advertisement Rubric for Levels of Assessment
|
 Related Links |
Bookmark|
Last updated: Apr 08, 2008 3:08 PM Published: Nov 19, 2008 9:56 PM ID#P3995 |