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 Centre for Addictionand Mental Health |
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Education and Courses
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Educating Students about Drug Use and Mental Health - Grade 6: Expectation 2
Specific Learning ExpectationDetermine what influences the use and abuse of tobacco and other drugs and consider these factors as part of a decision-making process to make healthy choices. Background Information Students discussed influences on behaviour in Grades 3, 4 and 5, but with different exercises to illustrate the learning. As well, students' analytical ability and critical thinking skills are much more developed by this age. Socio-cultural influences, personal, friends' or familial experience with a drug and advertising will have much more of an impact now and will need to be examined in any comprehensive look at influences.
Teaching/Learning Strategies 1. Discuss the influences that help to shape our decisions about healthy behaviour. 2. List some of these on the chalkboard. Make sure you have included:
3. Activity: Divide students into 10 groups and assign each group an "influence" from this list (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).
The "Generation Gap" Worksheet Below is a list of the influences that can affect your health behaviour. Rank them from one (1) to ten (10, so that (1) is the factor that influences you the most and ten (10) influences you the least. Ask your parent, grandparent or caregiver to rank the influences they experienced when they were your age. Influences:
Compare your list with your parent's list. Which influences are different? Why?
Advertising Promises In small groups discuss the alcohol advertisements (could be beer, wine or liquor) you have seen. Which is the favourite one of the group? Talk about why you like it. Answer these questions: 1. The advertisement promoted ______________________ (alcohol product). 2. It used the following techniques: (from the chalkboard) ___________________________________________________ 3. The ad suggested that if I drank the product I could 4. What does the product really offer the drinker? (from effects of alcohol on the body) ___________________________________________________ 5. If I created an ad that showed the real information about alcohol, it would say: ___________________________________________________ Present your group's findings to the class. Extensions of Learning: Prepare a class letter to one of the alcohol manufacturers, asking why they don't show any images of negative effects of alcohol in their advertisements. Assessments of Learning 1. Review and discussion about influences 2. Small group work 3. Completion of "Generation Gap" worksheet 4. Listing advertising techniques 5. Completion of "Advertising Promises" work sheet in small groups 6. Class presentation Rubric for Levels of Assessment
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Last updated: Apr 08, 2008 3:16 PM Published: Aug 02, 2011 7:00 PM ID#P3998 |