Course
Profile Healthy Active
Living Education, Grade 9 open, Public
Time: 1800 minutes
Unit
Description:
This unit emphasizes the
knowledge and skills students need to lead a healthy active life. Students will investigate issues related to
healthy sexuality, the use and abuse of alcohol, tobacco, and other drugs,
personal safety and conflict resolution, and CPR (cardiopulmonary
resuscitation). Opportunities to
develop decision-making and assertion skills will be provided throughout each
topic.
Strand(s) and
Expectations
Strands: Healthy Living, Living Skills,
Active Living
Overall Expectations: HLV.01R,
HLV.02X, HLV.03X, HLV.04X, LSV.01X, LSV.02X, LSV.03X, ALV.03X
Specific Expectations:
Healthy Growth and Sexuality: HL2.01X, HL2.02R, HL2.03X, HL2.04R, HL2.05X, HL2.06X
Substance Use and Abuse: HL3.01X, HL3.02X, HL3.03X, HL3.04X, HL3.05X,
Personal Safety and Conflict
Resolution:: HL4.01R, HL4.02X, HL4.03X,
HL4.04X, HL4.05X, HL4.06X, LS2.01R, LS2.02R, LS2.03R, LS2.04R, LS2.05R, LS2.06R
CPR: AL3.04X, AL3.03X
Activity
Titles (Time and Sequence)
|
Activity 1 |
Understanding Sexuality
and Sexual Relationships (in Phase II of Course Profile) |
200 minutes |
|
Activity 2 |
Investigating Protective
Measures Regarding Sexuality (in Phase II of Course Profile) |
140 minutes |
|
Activity 3 |
Demonstrating
Assertiveness and Decision-making (in Phase II of Course Profile) |
200 minutes |
|
Activity 4 |
Understanding Substance
Use and Abuse |
220-260 minutes |
|
Activity 5 |
Using Strategies to Manage
Substance Use and Abuse |
280-320 minutes |
|
Activity 6 |
Understanding Violence |
280-320 minutes |
|
Activity 7 |
Using Strategies to Manage
Conflict |
220-260 minutes |
|
Activity 8 |
Understanding
Cardiopulmonary Resuscitation |
220-260 minutes |
Unit Planning
Notes
The focus of this unit is to provide students with the opportunity to acquire and discuss information related to healthy living. Due to the nature of the health topics, be aware of and be sensitive to students’ needs, individual life circumstances, cultural beliefs and values. Consider investigating appropriate community counseling and support services that are available for students.
Some topics may be further
enhanced with additional resources.
Book and pre-plan visits by community experts (e.g., speakers from
agencies are often willing to make presentations or set up displays and/or
information booths for the students). Use media products when appropriate and
read/preview them carefully for the presentation of accurate and up-to-date
information.
Role
plays and scenarios are useful tools for students to practice living
skills. Teachers should develop
scenarios that are realistic, relevant and reflect students’ needs.
Where appropriate, be aware of the legal implications and the consequences of policies related to the heath topics being presented.
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully
accomplish the activities in this unit.
• knowledge and skills related to health topics as identified in
the curriculum of previous grades
• group work skills
• note making skills
• library and Internet research skills
• ability to use a rubric to assess self and/or peers
Teaching/
Learning Strategies
1. Outline learning expectations and assessment/evaluation strategies
for the unit.
2. The teaching/ learning strategies used in this unit are:
• think, pair, share
• cooperative learning
• brainstorming
• worksheets
• assignments
• case studies/scenarios
• role playing
• sort and classify
• sentence stems
• jigsaw
• direct teaching
• modeling/demonstrations
Assessment/ Evaluation
This unit will provide
students with the opportunity to demonstrate their knowledge related to health
topics and the skills related to making wise choices, assertiveness and
responding to emergency situations. The
knowledge expectations will be summatively evaluated through pencil and paper
strategies and tools. The skill
expectations will be formatively assessed and summatively evaluated through
performances and personal communication strategies and tools.
Resources for
the Unit
Print
1. The Centre for Addiction and Mental Health (formerly Addiction
Research Foundation)
2. Ontario Physical and Health Education Association. Break On Through, Choose to be Smoke-Free, A Smoking Cessation Resource Package.
(416) 426-7120 Fax (416) 426-7373
3. Edwards, Peggy. Evening
the Odds, Tobacco, Physical Activity and Adolescent Women. Canadian
Association for the Advancement of Women in Sport
4. Freeman, Shelley MacKay. From
Peer Pressure to Peer Support, Johnson Institute, Minneapolis, 1989.
ISBN 0-935908-48X
5. Gerne, Patricia, J. and Gerne, Timothy, A. Substance Abuse Prevention Activities for
Secondary Students, Prentice Hall, New Jersey, 1991 ISBN
0-13-876707-6
6. CIRA. Health in
Perspective: Smoking Prevention and
Cessation Resource for Young Females,
1997. ISBN 1-895716-32-2
7. Toronto Lung Association. Lungs
are for Life. 1998
8. Ontario. Ministry of Health.
Tobacco- Sounding the Alarm.
1996
9. Schaefer, Dick. Choices
and Consequences- What to do when a teenager
uses Alcohol/Drugs. Minneapolis, Johnson Institute Books, Minneapolis, 1987
10. Ministry of Health,
Ontario. The Action Guide for
Smoke-Free High Schools.
11. Toner, Patricia
Risso. Substance Abuse Prevention
Activities- New York Center for Applied
Research in Education. 1993.
ISBN 0-87628-879-4
12. Ontario Physical Health
Education Association. You Can Make
a Difference: Helping Young Women
Choose a Tobacco-Free Lifestyle (416) 426-7120 Fax (416) 426-7373
13. Rhode, Itelga. Dealing with Conflict and Confrontation.
(Tapes and Workbook) 1993
Videos
1. Harney, Kerri and Pontillo, Loretta. You Use, You Lose.
Human Relations Media, Inc., 1997
2. Keep Off the Grass:
Hidden Dangers of Marijuana Use. McIntyre Media Limited,
Mississauga, 1997 (Videocassette and Teacher’s Guide)
Activity #1: Understanding
Sexuality and Sexual Relationships
Time: 200 minutes
Description
Students
develop an understanding of sexuality and sexual relationships and recognize
the changes that take place over the course of our lives. The learning focusses
on responsible sexual relationships and the pressure on teens to be sexually
active. Students will understand that sensitivity to and awareness of the
impact of one’s own behaviour on others is an interactive process that requires
respect for self and others.
Strand(s) and Expectations
Strand(s): Healthy
Living and Living Skills
Overall Expectations
• HLV.01R - identify the factors that contribute to positive
relationships with others;
• HLV.02X - explain the consequences of sexual decisions on the
individual, family and community.
Specific Expectations
• HL2.01X - identify the developmental stages of sexuality
throughout life;
• HL2.02X - describe the factors that lead to responsible sexual
relationships;
• HL2.05X - demonstrate understanding of the pressures on teens to
be sexually active.
Planning Notes
• Prepare a diagnostic assessment to determine prior learning
attained in previous grades and other courses (e.g., Grade 9 Science).
• Gather resources for students to research the developmental
stages of sexuality.
• Prepare developmental stages chart and influences on adolescent
sexuality worksheets.
Prior Knowledge Required
Students
will require some prior knowledge and experience in the following to
successfully accomplish the activity:
• group work skills;
• prior learning attained in previous grades and other courses
(e.g., Grade 9 Science - structure and function of the sex organs);
• library and Internet research skills.
Teaching/Learning Strategies
1.
In groups of three, students brainstorm and generate a definition for the terms
sex, sexy and sexuality. The teacher works with the class to define the terms by
collecting common elements from the students’ definitions and listing them on
the board under the appropriate term.
Example:
“Human
sexuality is the total expression of an individual’s femaleness or maleness
through that person’s feelings, beliefs, attitudes, values and behaviours. It
is a complex expression of the whole person.
Sexuality reinforces and affirms the individual as a human being and
allows the role of female or male to develop. One’s sexuality is the
integration of a multitude of personal characteristics and factors (Campbell,
1996).”
2. Design a worksheet outlining the
developmental stages of sexuality throughout the individual’s life span.
Example: Developmental
Stages of Sexuality
|
Stages |
Physical |
Emotional |
Social |
Mental |
|
Early
Childhood (birth
to 3 years) |
|
|
|
|
|
Late
Childhood (4
to 8 years) |
|
|
|
|
|
Adolescence (9
to 18 years) |
|
|
|
|
|
Adulthood (19
to 64 years) |
|
|
|
|
|
Late
Adulthood (65
to death) |
|
|
|
|
Divide
the class into small groups and give each group one stage of life and a gender
to research. Provide students with a
variety of resources to develop a general picture of the sexuality of the male
and female at the particular stage they have been assigned. Students may be given this assignment to do
outside of class time.
3.
Post a lifeline around the room that identifies the different life stages and
ages. Have students present and post
their findings on the lifeline. This
should provide a visual display that the class can add to as the lessons
progress.
4.
Provide students with the chart on an 8” x 14” piece of paper on which to
record the key points related to each stage.
Indicate to students that this chart will be collected and evaluated.
5.
Brainstorm and discuss the influences that affect adolescent development of
sexuality (e.g., heredity, environment, parental influence, sibling influence,
birth order, media, culture, peers).
6.
Introduce the concept of self-responsibility (e.g., making good choices).
Provide students with a worksheet that has thought-provoking statements,
sentence stems, and questions related to self-responsibility and a space under
each for reflections, thoughts, and ideas.
Worksheet
examples:
• Self-responsibility is a central part of growing up and
maturing.
• People demonstrate self-responsibility when…
• To become truly self-responsible, do we need to be the one
calling the shots in our lives?
• This is a time in our lives when friends are all-important. Can
you lose your self as you try to fit
in with the group?
• Every individual is special and unique and can make decisions
for themselves, even if those decisions go against group norms. Why is this
sometimes hard to do?
• To what extent do each of the following influence decisions:
personal goals, family values, social norms?
• What role can parents and other adults play to support teens in
developing responsibility for themselves?
• How are you demonstrating self-responsibility?
Divide the class into groups of three or four. Using the list
generated from Teaching/Learning Strategy 5, provide students with the
opportunity to discuss their thoughts and ideas about the types of influences
in their life and the importance that self-responsibility plays in dealing with
those influences.
7.
Ask each group to develop a group response to the following question. What
influences teens to be sexually active? What influences teens to practise
abstinence? Have each group present their thoughts and lead a class discussion
to develop a list of pressures. Ask each group to develop strategies for
students to deal with the pressures.
Post the strategies in the classroom.
8.
Review the class discussions that have taken place to date.
Example:
There are:
• a variety of stages of sexuality throughout a person’s life;
• a variety of influences that affect adolescent development of
sexuality;
• there are different pressures that influence our sexual decision
making.
Lead
a discussion to determine the factors that lead to responsible sexual relationships. Ask students to identify what people need to
know and be able to do. Provide
students with the opportunity to describe (e.g., written assignment, oral
presentation, video) these factors in detail and determine what they need to
know and be able to do to be responsible in their sexual relationships as
adolescents. Indicate that this
assignment is to be handed in to be evaluated.
Assessment/Evaluation
The
teacher gathers evidence of the specific expectations outlined for this
activity through:
• a diagnostic assessment to determine prior learning attained in
previous grades and other courses (e.g., Grade 9 Science);
• a summative evaluation of the student’s chart of the
Developmental Stages of Sexuality;
• a summative evaluation of written assignment related to the
Responsible Sexual Relationships.
Accommodations
• Provide a visual outline of lessons on the blackboard, overhead
or handout.
• Provide key visuals or graphic organizers for assignments as an
alternative
• Partner students with appropriate people or resources.
• Provide key vocabulary or reference notes.
• Be sensitive and attentive to cultural norms.
• Assist students to recall prior knowledge before introducing new
information.
• Use contemporary videos rather than print material to convey
information.
Time: 140 minutes
Description
Students
continue to focus on responsible sexual relationships relative to methods of
preventing pregnancies and sexually transmitted diseases. They build their knowledge base to assist
them in making informed decisions related to their sexuality.
Strand(s) and Expectations
Strand(s): Healthy Living and Living Skills
Overall
Expectations
• HLV.01R - identify the factors that contribute to positive
relationships with others;
• HLV.02X - explain the consequences of sexual decisions on the
individual, family, and community.
Specific
Expectations
• HL2.02X - describe the factors that lead to responsible sexual
relationships;
• HL2.03X - describe the relative effectiveness of methods of
preventing pregnancies and sexually transmitted diseases (e.g., abstinence,
condoms, oral contraceptives).
Planning Notes
• Visit various community agencies (e.g., health department,
sexuality clinic, library, family planning clinics) to acquire up-to-date
resources and contemporary videos related to adolescent sexuality, birth
control and STDs.
• Book guest speaker.
• Develop What do you know about birth control? worksheets.
• Develop Methods of Birth Control worksheet and research kits
that include samples/models, print material, Internet sites, audio and video
resources related to each type of birth control OR develop Sexually Transmitted
Diseases worksheet and research kits that include print material, Internet
sites, audio and video resources related to each type of STD.
• Create a wall chart to post birth control method information
consistent with the students’ worksheets and a wall chart to post sexually
transmitted disease information.
Prior Knowledge Required
Students
require some prior knowledge and experience in the following to successfully
accomplish the activity:
• group work skills
• prior learning attained in previous grades and other courses
(e.g., Grade 9 Science - structure and
function of the reproductive organs, conception)
• library and Internet research skills.
Teaching/Learning Strategies
1. Students
individually complete the worksheet What do you know about birth control? and
then participate in a class discussion based on the worksheet. The worksheet should include statements that
students respond true or false. Provide
space on the worksheet for students to correct the statements when they respond
false.
Example:
• A woman can become pregnant during her menstrual period. (true)
• Effective birth control methods are not available to teenagers.
(false)
• The Pill is an effective method of birth control as soon as you
start taking it orally. (false)
• It is safe to have intercourse without birth control in the days
just prior to her period. (false)
• A condom should be put on just prior to ejaculation. (false)
• Pregnancy can occur the first time a couple have sexual
intercourse. (true)
• Foam and condoms used together are an effective means of birth
control. (true)
• Saying “no” (abstinence) is the best (most effective) method
of birth control. (true)
• Birth control is not romantic and destroys the spontaneity of
sex. (false)
• There are some birth control methods that are 100% effective.
(false…only if you abstain)
• Condoms aren’t very effective because they break easily. (false)
• Girls who haven’t started their periods cannot get pregnant.
(false)
• Douching after intercourse will wash out the sperm and protect
against pregnancy. (false)
• A diaphragm must be placed in the vagina immediately before
intercourse and removed immediately afterwards. (false)
2. a)
Divide the class into groups of three or four. Give each group one method of
birth control to research (e.g., abstinence, oral contraceptive, foam and
condoms, IUD, diaphragm). Provide a Methods of Birth Control worksheet and
research kits to each group. The groups present their research to the class.
Direct the discussion, correct any misinformation, add relevant information,
and post key points related to each Birth Control Method on a wall chart. The
wall chart should have the same headings as the worksheets given to students
(e.g., Method of Birth Control, Description/Picture/Model/Sample, Advantages,
Disadvantages, Effectiveness as a Birth Control Method and Protection from
STDs, and Other things I should know…)
OR
b)
Book a professional as a guest speaker (e.g., health department professional,
nurse, doctor, family planning clinic professional) to bring samples and
address the methods of birth control.
Note: Try to provide up-to-date statistics and actual samples of all
the various methods of birth control for students to examine in any type of
lesson.
3. Use a variety of short video clips to
initiate discussion related to:
• abstinence as a positive choice for teens;
• reasons why teenagers have sex;
• when is it safe to have sex?
• why teenagers do not use birth control when they are sexually
active;
• why it is difficult for some students to discuss birth control
honestly or openly with their parents.
4.
Post the following sentence stems on chart paper around the room.
• People who get an STD are…
• People who practise sexual abstinence to prevent STDs are…
• People who use a condom to prevent STDs are…
• For most young people, giving an STD to someone would make them
feel…
• Telling your sex partner that he or she might have an STD would
make most young people feel…
• If their boyfriend or girlfriend got an STD most young people
would…
• Going to an STD clinic would make most young people feel…
• If their child got an STD, most parents would…
Instruct
students to circulate around the room to complete the statements and jot down
their thoughts and ideas related to the sentence stems. Encourage them to talk
with other students about their thoughts and ideas. Lead a discussion based on
the key issues that arise.
5.
Refer to Teaching/Learning Strategy 2. Use the alternative type of instruction
to provide learning opportunities on STDs.
a)
Divide the class into groups of three or four. Provide a Sexually Transmitted
Diseases worksheet and research kits. Each group reports to the class on the
information they have researched. Direct the discussion, correct any
misinformation, add relevant information, and post key points related to each
Sexually Transmitted Disease on a wall chart.
The wall chart should have the same headings as the worksheets given to
students (e.g., Type of STD, How do people get it?, How do they know they have
it?, How can they stop from giving it to someone else?, How do they get rid of
it?, Who can they talk to to get help/advice/information?)
OR
b)
Book a professional as a guest speaker (e.g., health department professional,
nurse, doctor, family planning clinic professional) to address sexually
transmitted diseases (including HIV/AIDS)
6.
Provide fact sheets from the public health department. Review and set up a jig-saw activity with
the class. Ask students to outline the
key facts related to HIV/AIDS from fact sheets and share with their small
group.
Example:
• What is HIV/AIDS?
• How is HIV transmitted?
• Does AIDS have a cure?
• What are the common misconceptions/myths about AIDS?
• How does HIV affect the body?
• How can you protect yourself against HIV?
Assessment/Evaluation
The
teacher gathers evidence of the specific expectations outlined for this
activity through:
• a summative evaluation involving a test at the end of Activity 3
• Provide a visual outline of lessons on the blackboard, overhead,
or handout.
• Provide key visuals or graphic organizers for assignments as an
alternative.
• Partner students to work with appropriate people or resources.
• Provide key vocabulary or reference notes.
• Be sensitive and attentive to cultural norms.
• Assist students to recall prior knowledge before introducing new
information.
• Use contemporary videos rather than print material to convey
information.
Activity #3: Demonstrate Assertiveness and
Decision-making
Time: 200 minutes
Description
Students
learn, practise, and demonstrate decision-making and assertiveness skills by
examining case studies and role-playing scenarios.
Strand(s) and Expectations
Strand(s): Healthy Living and Living Skills
Overall
Expectations
• HLV.01R - identify the factors that contribute to positive
relationships with others;
• HLV.02X - explain the consequences of sexual decisions on the
individual, family and community.
Specific
Expectations
• HL2.02X - describe the factors that lead to responsible sexual
relationships;
• HL2.04X - demonstrate understanding of how to use decision-making
and assertiveness skills effectively to promote healthy sexuality (e.g.,
healthy human relationships, avoiding unwanted pregnancies and STDs such as
HIV/AIDS);
• HL2.06X - identify community support services related to sexual
health concerns.
Planning Notes
• Develop a variety of scenarios related to sexually transmitted
diseases, birth control, teen pregnancy and relationships.
• Develop a decision-making and assertiveness rubric.
Students
require some prior knowledge and experience in the following to successfully
accomplish the activity:
• group work skills;
• peer assessment using a rubric;
• prior learning attained in previous grades and other courses
(e.g., decision-making and assertiveness skills).
Teaching/Learning Strategies
1.
Review the steps involved in the decision-making process. Based on diagnostic assessment, if you
believe that guided review is necessary, read a scenario to the class and have
students as a large group follow a decision-making process to address the
specific scenario.
The
model should include:
• Identify the decision
to be made (What is it? Is there more than one decision to be made?)
• Discuss the decision
options and their consequences (What are the positive and negative
consequences?)
• Evaluate the options
and select a choice (Which solution is the best choice?)
• Act on your
decision. (Follow through. Is there
anything else you need to consider?)
• Learn from your
decision (What did you learn? Would you make the same choice again?)
Encourage
students to learn the acronym IDEAL to remember the steps.
2. Divide the class into groups of three.
Distribute a copy of a decision-making rubric, and two copies of a case
study/scenario related to sexually transmitted diseases to each group.
Example
of case study/scenario:
Dawn has been dating an older boy from another
school for almost two months. He is very popular and has a reputation for being
sexually active with many girls. Dawn knows that they are at a point in their
relationship when she has to make a decision regarding whether she wants to be
intimate with him.
Two
members of the group take a few minutes to independently work through the
case study/scenario to make a decision.
Encourage them to consider all factors and variables (e.g., physical,
emotional, social, and mental) connected to the situation. The third person
then brings them together and guides both through the decision-making model
(using the sample provided by teacher) so that viewpoints are shared for each
step. The third person also provides them with feedback based on the
decision-making rubric.
Rotate
the roles so that each person is given the opportunity to guide the other group
members through the model. Use different case studies/scenarios related to
different topics each time you rotate the task roles.
3. Use the same groups or create new groups of
three. Have the groups write new case
studies/scenarios for the class. Use these case studies/scenarios to provide
opportunities to role play the situations and demonstrate their decision-making
skills. Identify the roles for each member of the group to play in the case
study/scenario. Rotate the roles each
time the group is given an new scenario.
Example:
Person
1- person to make the decision
Person
2- person to try and change their mind
Person
3- peer assessor using the decision-making rubric
4. Once students have had an opportunity to
begin dealing with others who try to change their mind, introduce assertiveness
skills. Include the following
information in the discussion.
a)
What is assertiveness? Assertiveness involves choosing behaviours (verbal,
non-verbal communication, and actions) which are appropriate to meeting your
needs but also appropriate to the needs and rights of others. People can choose
to be assertive but may need to learn the skills. It is the learned ability to
express your feelings and preferences, in a way which doesn’t disrespect the feelings, preferences, and rights of
others. Responsible assertive behaviour involves affirming that I COUNT as a
person, and that OTHERS COUNT as well. Behaviours that demonstrate assertive
behaviour include, eye contact, “I” messages, controlled emotions, speaking
with assurance and confidence, and speaking with a steady voice.
b)
What are the skills of assertiveness? The skills include recognizing your
needs, giving yourself permission to have these needs and wants, communicating
these needs to others, and negotiating the right to have these needs met.
c) Define
and compare passive, aggressive, and assertive behaviour.
d)
Describe the different ways people can assert themselves.
Example: A person can be assertive by:
• choosing to express his/her anger (e.g., “I am angry about…” or
“I do not like…”)
• expressing his/her desires and wishes, setting goals, and then
choosing the most appropriate behaviour to achieve these desires or goals
e)
Discuss the benefits and challenges of being an assertive adolescent. Refer back to the discussion related to
pressures and influences on adolescents.
4. Continue using the student case
studies/scenarios to provide students with additional opportunities to role
play and practise the decision-making skills and assertion skills. Peers continue to use the decision-making
rubric and add the assertion skills rubric into the assessment.
5. Distribute the following scenarios to groups
and ask them to:
• discuss the actions taken by people in the scenario;
• decide who is responsible for potential consequences;
• explain why they believe the person is responsible for what
happened;
• role play the scenario to the same or different conclusion that
demonstrates their own decision-making and assertiveness.
Use
the rubric to assess/evaluate the students. See Appendix F- Decision-making, Goal-setting, Strategies
Achievement Chart.
Sample
Scenarios for “Who is Responsible?”:
a) A couple is in a public place on a date (e.g., dance club). One of
them starts making suggestive comments and gestures. Show how the other can set
the guidelines and reinforce more appropriate behaviour.
b) The night before, a girl in your class had to deal with unwelcome
advances by her date. At school the next morning she tells her friends what
happened. She thinks she might be to blame. Her friends give her advice.
c) You have just started going out with someone you have known for
years. You have been neighbours and school classmates since grade one. While
walking home from school you get into a discussion about your dating
expectations.
d) You are baby-sitting. The parents, who you know very well, come
home at 3:00 a.m. One parent drives you home. He/she has been drinking and does
not drive up in front of your house, but parks the car a block away.
e) Dan has herpes. Since all the sores have healed he decides that he
won’t tell his steady girlfriend with whom he is having sexual relations.
f) Your family is having a discussion about family rules on dating
and dating relationships. Identify what
each rule is and what will happen if the rule is broken. Do any rules need to
be re-negotiated? How?
g) Your boyfriend/girlfriend wants to come over to your house while
your parents are away. This is against your parents’ rules.
6. Provide students with a list of community
support services related to sexual health concerns.
OR
Have
students visit various sexual health agencies and community support services in
the community to identify and share with other students the types of supports
that are available in the community.
OR
Have
students visit the school Health Fair and identify all the community agencies
and supports they can provide.
7. Give students a take-home test/written
assignment.
Assessment/Evaluation
• a formative peer-assessment of decision-making and assertiveness
skills using a rubric
• a formative teacher assessment or summative teacher-evaluation
using rubric for decision-making and assertiveness skills using a rubric
(Assessment or evaluation depends on when these three activities are taught in
relationship to the other decision-making and assertiveness learning
opportunities.) See Appendix F -
Decision-making, Goal-setting, Strategies Achievement Chart for sample.
• a summative evaluation through a take-home test/written
assignment
Accommodations
• Provide a visual outline of lessons on the chalkboard, overhead,
or handout.
• Provide key visuals or graphic organizers for assignments as an
alternative.
• Partner students to work with appropriate people or resources.
• Provide key vocabulary or reference notes.
• Be sensitive and attentive to cultural norms.
• Assist students to recall prior knowledge before introducing new
information.
• Use contemporary videos rather than print material to convey
information.
Time: 220 - 260 minutes
Description
Students will develop an
understanding of facts and myths of substance use and abuse. They will classify a variety of drugs and
understand their short and long term effects.
They will examine why people use drugs and identify school and community
support resources.
Strand(s) and
Expectations
Strands: Healthy Living and Living
Skills
Overall Expectations:
At the end of Grade 9,
students will:
• HLV.01R identify the factors that contribute to positive
relationships with others,
• HLV.03X demonstrate personal strategies to deal effectively with
the social influences that contribute to the use and abuse of alcohol, tobacco,
and other drugs (e.g. cannabis)
Specific Expectations:
Students will:
• HL3.01X identify facts and myths related to the use and abuse of
alcohol, tobacco and other drugs (e.g.. cannabis)
• HL3.02X explain the effects of the use and abuse of alcohol,
tobacco and other drugs
• HL3.04X identify the school and community resources involved in
the education, prevention and treatment of the use and abuse of alcohol,
tobacco and other drugs
Planning Notes
• review jigsaw strategy (see Activity Resource list #3)
Prior
Knowledge Required
Students will require some prior knowledge and experience
in the following to successfully
accomplish the activities in this unit.
• use diagnostic assessments to determine prior learning attained
in previous grades
• group work skills
• self and peer assessment strategies
• note taking from lecture
Teaching /
Learning Strategies
l. Introduce the topic and outline the learning expectations and
assessment/evaluation strategies.
2. istribute a reflective worksheet containing a collection of
sentence stems. (e.g., To me, drug
abuse means...., One thing I have trouble believing that people tell me about
drugs is........, A law concerning drugs l would like to see changed
is........., A question I have concerning drugs is........, One thing I have
learned about drugs is.........) Use a
think, pair, share strategy to engage students in sharing and discussing their
responses with peers.
3. Post three headings on chart paper: Stimulants, Depressants, and Hallucinogens. Place each on a wall in the classroom. In small groups, students will brainstorm
the names of as many drugs as they can.
Students will copy the name of the drug onto a piece of paper or
post-it. Ask students to sort and
classify the drugs and then place their groupings on the chart paper under the
appropriate heading. Use the chart
paper to discuss the classifications of drugs and develop the definitions of a
drug, stimulant, depressant and hallucinogen.
4. Students will complete a worksheet on the facts and myths of
alcohol, tobacco and other drugs.
Discuss students’ responses related to worksheet.
5. Use a jigsaw strategy (see Activity Resource list #3 page 92), to
investigate the short and long term effects of alcohol, tobacco and other drugs
and their legal status. Include short term effects, long term effects and legal
status (Canada) as headings on a worksheet.
Each student will investigate a drug using the worksheet to guide their
learning in the expert group and report back to the home group. Students should research the following
drugs: alcohol, tobacco, cannabis, caffeine, opiates/solvents and
crack/cocaine. The teacher may choose
to include additional drugs as determined by community needs (e.g., date rape
drugs). Students should use resources
provided by the teacher or what is available in the classroom or library to
research their topic.
Students will need to take notes as their peers present their findings. Part of this activity should also include an opportunity for students to reflect on how the new information/learning disproves myths about drug use/abuse.
6. In triads, have students build a chart that identifies the
pros/cons or advantages/disadvantages of drug use. Ensure students consider the following:
• drugs interfere with their thinking and responsible behaviour
• drugs can make you feel relaxed
• drugs damage their major body systems (e.g. liver, brain)
• drugs interfere or impede their social and emotional development
• drugs increase the frequency of chemical dependence
• drugs lead to social problems such as failure in school, teenage
pregnancy, violence etc.
7. Introduce this topic with a brief discussion of why the teenage population is particularly vulnerable to substance use and abuse. Assist students in making the connection between drug use as the leading cause of death amongst youth (e.g., motor vehicle accidents, homicides, suicides and drownings) using up-to-date statistics. Discuss the impact of chemical dependence on a teenager’s life and define the stages of chemical dependence (initial use, regular use, preoccupation , dependence). Students will brainstorm why teenagers are at risk of becoming chemically dependent. The list might include:
• developing brains and bodies are more sensitive to drugs
• teenagers tend to use drugs more heavily and frequently
• teenagers are more likely to use more than one drug
• social and environmental factors (e.g.. families and friends
taking drugs)
8. Outline the criteria for the summative evaluation. Students will prepare a report or presentation for a grade 7 class. The report/presentation must:
• identify facts and myths related to the use and abuse of
alcohol, tobacco and other drugs (e.g.. cannabis)
• explain the effects of the use and abuse of alcohol, tobacco and
other drugs
• identify the school and community resources involved in the education,
prevention and treatment of the use and abuse of alcohol, tobacco and other
drugs
Use the Achievement Levels (Knowledge/Understanding and Communication) to outline how the report will be evaluated. Students should demonstrate:
• knowledge of facts and terms
• understanding of concepts related to drug use and abuse and the
relationship between concepts
• information and ideas clearly
• a clear understanding of the needs of the receiver of the letter
Use exemplars (of reports/presentations) to demonstrate the four levels.
9. Invite a local community health representative (e.g., school nurse, public health official, school counselor, police officer) to speak to students about community resources and support systems available. During the presentation, students will complete a chart that summarizes available school and community resources related to the headings of alcohol, tobacco and other drugs.
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
• a formative self-assessment of worksheets to determine whether
students can identify the facts and myths
• a formative peer assessment of jigsaw notes to determine the
students’ ability to explain the effects of drug use and abuse
• a summative evaluation by the teacher of the note taking chart
to determine students’ ability to identify school and community resources
• a summative evaluation of the report/presentation related to the
knowledge/understanding and communication of information
Accommodations
• provide a visual outline of lessons on the blackboard, overhead
or handout
• provide key visuals or graphic organizers
• partner students to work with appropriate people or resources
• provide key vocabulary or reference notes
• be sensitive and attentive to cultural norms
• assist students to recall prior knowledge before introducing new
information
• use contemporary videos rather than print material to convey
information
Resources
1. Ontario Physical and Health Education Association. ACTION–Alcohol, Cannabis and Tobacco
Health Promotion Project for Youth.
(416) 426-7120 Fax (416)
426-7373
2. Apacki, Carol. Exploring
the Issues- Teens- Alcohol and other Drugs. Quest
International, Ohio ISBN 1-56095-147-8
3. OSSTF. Grass Roots II:
More Practical Strategies for the Transition Years. Educational
Services Committee, Toronto, 1993. (see
page 92 for Jigsaw explanation) ISBN
0-920930-58-1
Time: 280 - 320 minutes
Description
Students will develop an
understanding of the major factors (e.g. peer pressure, media, adolescent
attitudes) that influence decisions to use alcohol, tobacco and other
drugs. Students will demonstrate the
use of a decision making model and the use of assertion and refusal skills with
respect to the influences of peer pressure and media related to alcohol,
tobacco and other drug use.
Strand(s) and
Expectations
Strands: Healthy Living and Living
Skills
Overall Expectations:
By the end of Grade 9,
students will:
• HLV.01R identify the
factors that contribute to positive relationships with others
• HLV.03X demonstrate
personal strategies to deal effectively with the social influences that contribute
to the use and abuse of alcohol, tobacco, and other drugs (e.g. cannabis)
Specific Expectations:
Students will:
• HL3.03X identify the major factors (e.g. environmental
influences such as peer pressure, media influence, adolescent attitudes) that
contribute to the use of alcohol, tobacco and other drugs
• HL3.05X demonstrate and use both decision-making and assertion
skills with respect to media influences and peer pressure related to alcohol,
tobacco and other drugs
Planning Notes
• ask students to select one or more advertisements on tobacco or
alcohol prior to doing the activity
• review role playing, decision-making model, assertion and
refusal skills
Prior
Knowledge Required
Students will require some prior knowledge and experience
in the following to successfully
accomplish the activities in this unit.
• review the learning expectations addressed in previous grades
• knowledge of decision-making model and assertion/refusal
techniques
• group work skills.
• role playing skills
• assessment using a rubric
Teaching /
Learning Strategies
l. Walk students through the steps of a decision-making model. Use a relevant drug related problem (e.g., being offered a ride from someone who had been drinking). The model should include:
• Identify the decision to be made
(What is it? Is there more than one?)
• Discuss the decision options and
their consequences (What are the positive and negative consequences?)
• Evaluate the options and select a
choice (Which solution is the best choice?)
• Act on your decision. (Follow through. Is there anything else you need to consider?)
• Learn from your decision (What
did you learn? Would you make the same choice again?)
Encourage students to learn
the acronym IDEAL to remember the
steps.
2. Review the concept of assertion and refusal skills. Have students create a list of strategies
that teenagers would use to refuse drugs.
Ask them to describe the technique and its suitability in various
situations. Refusal techniques that
should be included are: no thanks, making an excuse, walking away, avoidance
and changing the subject.
3. Introduce the concept of peer pressure. Have students describe various situations that they would
consider examples of peer pressure. Use
the examples to define direct, subtle, internal or external peer pressure. In small groups, students will discuss
situations involving drugs and describe the subtle and not so subtle pressures
that promote drug use. Collect the
responses from the groups and indicate whether they are internal or
external. Review the responses noting
that internal and external pressures are interrelated and that by dealing with
internal pressures first, you can then deal with external pressures. Students will complete a homework assignment
that summarizes peer pressure. On a
separate page (to be handed in) students are to write: 3 helpful things they
can tell themselves if they feel pressure to use alcohol, tobacco and other
drugs, 3 things they can tell someone who is pressuring them to use alcohol,
tobacco and other drugs.
4. In small groups, students will list how companies promote tobacco,
alcohol and other drugs to appeal to the adolescent market. They should include
the use of colours, images, mood and feelings.
Using a magazine advertisement related to tobacco or alcohol, students
will analyze this advertisement based on the media images. Students will answer these questions:
• Name three things about the product that the manufacturer wishes
you to believe.
• How does the advertisement give you these impressions?
• Do you believe the messages in the ad? Why or why not?
The teacher will build the concept of media influences on drug use and abuse by asking the following questions:
• Why do companies advertise their products?
• How do companies promote alcohol, tobacco and other drugs?
Students will complete (for homework) and submit a worksheet that answers the above 3 questions on an advertisement of their choice.
5. In small groups, using a visual organizer (e.g. web, diagram,
map), students will brainstorm factors that influence their attitudes toward
alcohol, tobacco and other drugs. The
list could include: cultural beliefs and values, individual life circumstances, parental and family influences, influences
of peers, religion, availability , finances, heredity etc.) Each group will rank their results from the
group to arrive at a ranking for the class.
6. Small groups will develop numerous scenarios to provide students
with the opportunity to demonstrate their personal strategies to deal
effectively with the social influences that contribute to the use and abuse of
drugs. The teacher and students will develop the criteria and descriptors for a
rubric to assess the learning expectation in the role playing scenarios. This will be a culminating activity for the
substance use and abuse activities.
Assessment /
Evaluation
The teacher and students
will gather evidence of the expectations outlined for this activity through:
• a formative assessment by the teacher on the two homework assignments
to determine the students’ ability to identify the major factors that
contribute to drug use
• a formative assessment by teacher and peers of students ability
to demonstrate personal strategies (e.g., decision-making and assertion skills)
to deal effectively with the social influences that contribute to drug use
• a summative evaluation using a rubric as students demonstrate
their skills in a variety of role playing scenarios
Accommodations
• be sensitive to student needs, individual life circumstances,
cultural beliefs and values
• provide written and verbal instructions
• consult with students to determine alternatives (e.g., tape
recorder or computer) to written responses
Resources
Print
1. Ontario Physical and Health Association. ACTION-Alcohol, Cannabis and Tobacco Health Promotion Project
for Youth. 1996. ISBN 0-921868-18-9
2. Apacki, Carol. Exploring
the Issues- Teens- Alcohol and other Drugs. Quest
International, Ohio ISBN 1-56095-147-8
3. Canada. Ministry of Health and Welfare. Improving the Odds- A Tobacco- Use Prevention Resource for
School Aged Youth l0-14. Ottawa,
Canada, 1995
Time: 280 - 320 minutes
Description
Students will develop an understanding
of the types and causes of physical and non-physical violence. By examining poetry, short stories or case
studies, students will examine the impact of violence on victims’ lives. They will examine effective intervention
strategies that they might use to counteract abuse or violent situations in
their lives. Students will examine how
their school, local community and other community agencies develop strategies
to prevent or end violence.
Strand(s) and Expectations
Strands: Healthy Living and Living
Skills
Overall Expectations:
By the end of Grade 9, students will:
• HLV.04X identify strategies to minimize potentially dangerous
situations (e.g. violence prevention, injury prevention)
• HLV.01R identify the factors that contribute to positive
relationships with others
Specific Expectations:
Students will:
• HL4.01R describe specific types of physical and non-physical
violence (e.g. manipulation, intimidation, sexual harassment, verbal abuse)
• HL4.02X assess the impact of non-physical violence on victims
• HL4.03X identify the causes of abuse and violence
• HL4.04X describe solutions and strategies to address violence in
the lives of young people
• HL4.05X explain how the school, the local community and other
community agencies are involved in developing strategies (e.g. a school code of
conduct) to prevent or end the violence in young people’s lives
Planning Notes
• given the sensitive nature of this topic, it is imperative that
the teacher is aware of the school/board’s policy and protocol on violence,
safe schools and disclosures of abuse
• the teacher needs a poem or short story that depicts some form
of violence. Use the help of an English
teacher on staff if necessary
• use current case studies as examples of violent situations
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully
accomplish the activities in this unit.
• use diagnostic assessment to determine prior learning attained
in previous grades
• group work skills
• brainstorming skills
• how to conduct a survey and draw conclusions from data collected
Teaching/Learning
Strategies
1. The teacher will introduce the unit topic and outline the learning
expectations and assessment and evaluation strategies.
2. Brainstorm with the class a list of potentially violent behaviours,
both physical and non-physical (e.g. harassment, intimidation, taunts,
extortion etc.) From the list
generated, students will identify violent acts they have witnessed in their
school. The students should avoid
naming individuals, cultural or racial groups.
Using a think, pair, share strategy, students will reflect on the
severity and frequency of violence in their school. Through a class discussion, students will develop and report
definitions of types of physical and non-physical violence (e.g. sexual
harassment, manipulation, verbal abuse, gang violence, etc.).
3. Using case studies, poems or short stories, students will examine
the impact of non-physical violence on an individual. In small groups, students will discuss:
• What is the type of violence depicted?
• What are the character’s feelings, thoughts, emotions?
• What specific examples of violence did they experience?
• What impact, both short and long term, did the violence have on
the individual?
• What do you think was the cause of the violence?
• What impact did the poem/short story have on you?
Students will use the answers to the questions to examine the impact of non-physical violence on victims’ lives.
4. Students will brainstorm the many causes of abuse and violence and
identify ways violence is fostered in our society. Using examples of music lyrics, TV programs, Internet sites,
games etc., the teacher will lead a discussion of how the media depicts
violence. Based on these examples,
students will define the term desensitization and determine why this is a
dangerous occurrence.
5. In groups, students will examine solutions and strategies to
counteract violent or abusive behaviour.
Students will name a type of violence (e.g. sexual harassment, verbal
abuse, etc.) and will identify solutions or strategies to counter the violence
(e.g. speak up, get help, keep a record, etc.). The groups will report to the class and will supplement their
list of strategies with the other suggestions from classmates.
6. Students using a worksheet, will research the strategies developed in
their school, their local community or other community agencies, that can help
to prevent or end violence in their lives.
In small groups, they will explain to their peers what they might expect
from their school, neighborhood and community if they were experiencing
different types of violence in their lives.
7. Students will do an assignment as the summative evaluation in
which they will demonstrate their knowledge of five types of violence (e.g.
sexual harassment, verbal abuse etc.) and will describe five possible solutions
and/or strategies to counter each type of violence. The assignment could be presented in a variety of ways including:
a magazine or newspaper article; a letter to an editor, friend, sibling; a
booklet; a play script; an essay or report; an audio or video tape.
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
• a formative assessment of worksheet on knowledge of school and
community agencies to prevent or end violence
• a summative evaluation of the assignment (ensure that the evaluation
takes into consideration the Achievement Levels chart categories
Knowledge/Understanding and Communication)
Accommodations
• be sensitive to cultural concerns regarding this topic
• provide written instructions in addition to verbal
• provide a visual outline of the lesson to assist students with
note taking
• photocopy notes or provide a set of reference notes
• students work individually or in pairs with The Joke’s Over
CD-ROM
• pair or group students to assist with tasks (i.e. assistance
with reading the story)
• use a contemporary video to convey content information
Resources
1. OSSTF. The Joke’s Over
- Student to Student Sexual Harassment on Secondary Schools. North York, Ontario. (416) 751-3394
2. Strauss, Susan. Sexual Harassment and Teens: A Program for
Positive Change
3. YWCA of Canada.. Taking
Action on Violence in the Lives of Young Women - A Youth Leader’s Kit. Toronto (416) 593-9886
4. The Board of Education for the City of London. 65 Friendly Lessons for Violence Prevention.
1992. (519) 452-2000
5. Larkin, June and Station, Pat.
High School Education Kit on Sexual Harassment. OISE, Toronto
6. Toronto District School Board.
Challenging Ourselves: A Handbook for Teachers of the Transition Years
to Assist in Addressing Issues of Violence. (416) 397-2509
7. Mitchell, D., Fisher, J., Hibbins, K. and Woolfrey-Cooper, L. R.S.V.P. - Response by School to Violence
Prevention. The Community Child
Abuse Council of Hamilton-Wentworth, 1995
Time: 220 - 260 minutes
Description
Students will develop an
understanding of the triggers that escalate conflict and how personal values
can lead to conflicts. Students will
demonstrate the use of various strategies (e.g. assertiveness, active
listening, conflict resolution) to manage conflict. They will also identify personal coping skills to manage internal
conflict and stress.
Strand(s) and
Expectations
Strands: Healthy
Living and Living Skills
Overall Expectations
By the end of Grade 9, students will:
• HLV.04X identify strategies to minimize potentially dangerous
situations (e.g. violence prevention, injury prevention)
• LSV.02X explain the effectiveness of various conflict resolution
processes in daily situations
• HLV.01R identify the factors that contribute to positive
relationships with others
Specific Expectations
The student will:
• LS2.01R demonstrate understanding of personal values that can
lead to conflict
• LS2.02R use assertiveness techniques to avoid escalating
conflict
• LS2.03R demonstrate active listening skills (e.g. identify
non-verbal feelings expressed by others, paraphrasing the message, asking
questions for clarification) when managing conflict
• LS2.04R demonstrate the appropriate steps of conflict resolution
in situations encountered in class, at school, with friends, and at home
• LS2.05R demonstrate understanding of the triggers of conflict
(e.g. defensive behaviour in a group) to prevent escalation
• LS2.06R identify coping skills (e.g. involvement in physical
activity, talk it out, participating in alternative activities or hobbies) to
deal with internal conflict and stress that often accompanies change
• HL4.06X demonstrate effective personal strategies to minimize
injury in adolescence
Planning Notes
• review role playing, assertion, conflict resolution and active
listening skills
• be sensitive to the perspectives of all cultures
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully
accomplish the activities in this unit.
• cooperative learning skills
• role playing skills
Teaching/Learning
Strategies
1. Students will list the three most common types of violent
occurrences they have observed in
their schoo1. The teacher records the answers to the
following questions:
• What do you think triggered the occurrence of violence?
• Where (hallway, classroom, outside, supervised/unsupervised
area) did you observe the most violence?
• What would you attribute this to?
• What are the three most common triggers?
2. Discuss the difference between violence and conflict and establish a definition for each term. By providing several examples, the teacher will discuss how conflict can be both external and internal and how an individual’s personal values are involved in conflict situations. In groups, students will brainstorm a number of internal conflict situations for adolescents (e.g. smoking, drinking, cheating on a test, curfews etc.) and will identify the values which are in conflict. The groups will give their situations to another group who will list coping skills to deal with the internal conflicts presented. The list of the coping skills may include being physically active, talking it out, having hobbies, etc.
3. Review the concept of assertiveness and have students brainstorm a
list of assertion skills. Ask them to describe a skill and its suitability in
various conflict situations. Assertion
skills that should be included are: repeat; repeat, pause, reflect; maintain
position; etc.
4. Using the guiding
principle of win-win, the teacher will
provide a definition of conflict resolution.
The teacher will distribute a conflict scenario to students in small
groups who will answer the following questions:
• Did we state the conflict accurately and clearly?
• What are realistic options to resolving the conflict?
• What are the consequences to the above options?
• What is the most appropriate solution to the conflict?
• Why is conflict resolution an effective process to resolve
conflict?
• What would you advise someone to do if the conflict could not be
resolved (e.g. ask for a mediator).
5. The teacher will introduce the concept of active listening skills
and discuss its importance in managing conflict. The teacher will help students
categorize behaviours of interrupters (e.g. speak too much, disinterested, non
participant) and active listeners (e.g. ask clarifying questions, focus on
speaker etc.). The students as a class
will create a list of the top ten behaviours for effective listening.
6. The teacher will lead a discussion about the importance of “I”
messages in order to clearly state feelings about a situation. Students compete a worksheet on which they
change “blaming” messages to “I” feel statements (e.g., I feel angry when kids
call me names).
7. Students will create scenarios which require the use of
intervention strategies (e.g. assertiveness techniques, active listening
skills, and conflict resolution skills) that teens would experience in their
daily lives at home, school or in the community. These scenarios would be written on an index card. The student will obtain another student’s
card from the teacher. The teacher and
students will develop the criteria and rubric to assess these skills. The assignment could be delivered in a
written, audio or video format.
Assessment/Evaluation
The teacher and students
will gather evidence on the specific expectations outlined for this activity
through:
• a formative assessment by the teacher of worksheet on knowledge
“I” messages
• a summative evaluation by teacher and peers of students ability to
demonstrate strategies to resolve a conflict scenario (e.g. assertiveness
techniques, active listening skills, conflict resolution skills)
Accommodations
• pair or groups students to assist with the tasks
• provide key visuals of content/skills needed
• allow alternative assignment formats
• recommend selection of literacy examples appropriate to
individual reading levels
• provide a set of reference notes
• use a contemporary video as another medium to convey content
information
• provide verbal and written instructions
• make a videotape of a scenario
Resources
1. Begun, Ruth. Social Skills Lessons and Activities for Gr. 7-12.
Center for Applied Research in Education, New York
2. Shallhorn, Jack et al. Social Issues II A Guide to AIDS,
Substance Abuse, Violence, Eating Disorders. OSSTF, Toronto
3. Bodine, R.J., Crawford, Donna, Schrumpf, Fred. Creating the
Peaceful School: A Comprehensive
Program for Teaching Conflict Resolution.
(Program Guide and Student Manual).
Research Press, 1994
4. Conflict Resolution Services.
Conflict Resolution: A Secondary School Curriculum. Community Board, San Francisco, 1981
5. Kearns, Tim, Pickering, Carole, and Twist, John. Managing
Conflict: A Practical Guide to Conflict Resolution for Educators. OSSTF, Toronto, 1992
6. Successful Conflict Management: A Creative Approach..
Trifolium Books Inc., 250 Merton St. Toronto (416) 483-7211
Activity
#8: Understanding
Cardiopulmonary Resuscitation
Time: 220-260 minutes
Description
Students will develop an understanding
of strategies to deal with emergency situations and the risk factors of heart disease. They will demonstrate how to access the emergency cardiac care
system and how to perform the skill of one person CPR.
Strand(s) and
Expectations
Strands: Active Living and Living Skills
Overall Expectations
At the end of Grade 9, students will:
• ALV.03X demonstrate safe practices regarding the safety of self
and others
Specific Expectations
Students will:
• AL3.03X identify strategies to deal with emergency situations
related to physical activities
• AL3.04X demonstrate understanding of cardiopulmonary
resuscitation (e.g., one person adult CPR)
Planning Notes
• consider using trained senior students or volunteers to assist
with instruction
• review and update knowledge/skills related to CPR and school
emergency plan
• provide checklists of emergency procedures and posters for
visual references for students
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully
accomplish the activities in this unit.
• group work skills
Teaching and
Learning Strategies
1. Review the school emergency plan for injuries and discuss how many
emergencies can be prevented in physical activities by using safety precautions
and having a healthy lifestyle.
Students will brainstorm types of emergency situations that they might
be exposed to in a variety of sports (e.g., field, gymnasium, water,
recreational, snow/ice, etc.). In small
groups, students will complete a chart listing two emergencies in each category
and strategies to deal with each emergency.
The teacher will assist the students in making connections between the
school’s emergency action plan and the emergency situations.
2. Outline what CPR means, the four “R”s (Risk, Recognize, React and
Resuscitate), and terms associated with CPR including Chain of Survival
and Emergency Response System, angina, heart attack, cardiac arrest and
defibrillation.
3. Lead the class in a discussion of the RISK factors for heart
disease. Students will categorize
whether the factors are major controllable risk factors or minor controllable
risk factors. Assist students in making
the connection between a healthy active lifestyle and the risk factors.
4. Discuss the importance of early RECOGNITION as the first
link in the Chain of Survival. Students
will brainstorm the signals of a heart attack.
5. Describe and demonstrate to students the appropriate steps- REACT - Action for survival to follow if they suspect a person is
having a heart attack (Primary Assessment).
Help students distinguish between heart attack and cardiac arrest and
discuss secondary assessment. Students
will practice the steps directed first by the teacher, then a peer and then
independently.
6. RESUSCITATION-
Demonstrate one person adult CPR and have students walk through the
steps mentally several times. Working
in pairs on mannequins (if available), all students will practise the procedure
first following the teacher’s verbal instructions and then by working with a
partner using a checklist of the correct procedure. If mannequins are not available, the teacher could provide other
opportunities for students to practise (e.g., practise simulated compressions
and breaths- DO NOT compress on a living person, instead practise landing
sites, pulse checks, simulated breaths, compressions on mats, pillows or a ball
tied between two flutterboards).
7. Discuss the causes of choking and the characteristics of partially
blocked and completely blocked airways.
Walk students through the Heimlich maneuver procedure for helping a
conscious choking person, a conscious choking person who becomes unconscious
and an unconscious unwitnessed obstructed victim. Distribute performance checklists. Students will work in pairs to practise choking procedures by
working through the checklist. The
first few times have one partner guide the other through the steps providing
prompts or cues. Once students have had
an opportunity to practise, partners may provide a peer assessment using the
performance checklist as the student performs the procedure.
8. Work with students to create scenarios where students can
demonstrate the appropriate actions for simulated emergency situations including
choking (conscious and unconscious), unconscious obstructed, not breathing,
heart attack and cardiac arrest. Using
file cards with scenarios described on one side and emergency procedure
described on the other, students work in pairs and move through a circuit of
scenarios. Select realistic situations
which students would likely experience (e.g., at home, school, backyard pool,
mall, dance, woods, etc.). Use a
performance checklist to evaluate students ability to identify appropriate
strategies to deal with physical activity emergencies.
Assessment/Evaluation
The teacher and students
will gather evidence on the specific expectations outlined for this activity
through:
• a formative assessment using the information on worksheet to
determine whether students can identify strategies to deal with emergency
situations related to physical activities
• a formative assessment by peers using a performance checklist
• a summative evaluation by teacher using a performance checklist
related to emergency situation strategies
• a summative evaluation by teacher/students of knowledge of one
person CPR
Accommodations
• provide a visual materials (e.g., posters, videos, overheads) to
outline emergency procedures and CPR
• provide a variety of methods of demonstrating understanding
(e.g., written, verbal, performance)
Resources
Print
1. Advanced Coronary Treatment (ACT) Foundation. ACT for High School CPR: a suggested high school model. Ottawa, 1999. www.actfoundation.ca or call 1-800-465-9111
2. Canadian Red Cross. First
Aid- The Vital Link. Mosby Lifeline, 1994
3. Grafftey, Howard. Safety
Sense at Play. Ottawa, 1991 ISBN 0-9695-568-0-2
4. Ontario Heart and Stroke Foundation. Heart Saver Newsletter
5. Ontario Physical and Health Association. Physical Education:
Ontario Safety Guidelines, Secondary Curriculum, October, 1997 (see
Appendix C in the guidelines)
Video
1. Heart and Stroke Foundation. You can do it