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Year Level: 9 Lesson: 3 Teachers Prior Preparation/ Knowledge:

Class size: 26
Learning Area: Health & Physical Education Know the potential harms associated with drug use
Know the different drug types and common harms
Potential harms associated with illicit drug use

Content in focus (links to National Curriculum) Teachers Prior Preparation/Organisation:

Alcohol and other drugs (AD) Organise and print all worksheets
Select and organise grouping strategy
Investigating reasons why young people choose to use or not use
drugs and proposing strategies to make informed choices

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson beginning with an action verb)

As a result of this lesson, students will be able to:

Distinguish between social, emotional, physical and financial harms associated with illicit drugs use
Recognise that different illicit drugs will have different potential harms
Develop harm minimising messages around illicit drug use for a teenage audience
Identify strategies to minimise harm associated with illicit drug use

Take home message: The potential harms associated with illicit drugs can affect all aspects of someones life.

Lesson Introduction (3 minutes)

o Revise with students what has previously been learnt (names and types illicit drugs)
o Revise the rules of the health classroom
o Write on the board HARMS = social, emotional, physical and financial ask students about what each of
these may be. Have them provide examples, prompt if necessary.

Activity 1 (20 minutes)

Harms brainstorm - DSG

(Activity modified Get Ready)

Show the trigger Lost Dreams (5 minutes)

o Show the video in full and then ask the students what they thought of the video
o Discuss that today they are looking at the harms associated with illicit drugs use.
o Explain for the first activity students are required to distinguish between social, emotional, physical and
financial harms.
o Play the video again and pause the video after each character ask students where this harm may fit in to
the 4 categories? (1 = financial harms, 2 = social harms, 3 = physical harm)

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Grouping strategy: teacher will go around the class and label each student using the words Lets brainstorm
harms about illicit drugs. Students are then to walk around the room and find the other students with the same
label as them forming groups of 4 (i.e. all students labelled illicit form a group).

o Once students have formed their group, they are to come to the front of the room and collect an A3 sheet of
paper and an envelope of harm cards.
o In their groups, students are to read out all of the harm cards and then place them in a section of the A3
sheet (harm cards attached)
o There will be 4 sections on the placemat social harms, emotional harms, physical harms and financial
harms (placemat attached)
o Early finishers think about which harms may belong to which drugs given what has previously been taught
(stimulants, depressants ect.)

Processing (in Italics)

o What were some of the physical, social, emotional and financial harms (move around groups for answers)?
o Did any groups have trouble deciding between harms? What were they? discuss and explain
o Why do you think you may have had trouble with some because some belong in more than one category
o Who is effected by these harms? not only the user, family, friends, teams ect.

Activity 2 (25 minutes)

Research and radio advertisement

o In the same groups, students allocate one member to come to the front and receive a card from the teacher
with a drugs name on it (cannabis, ecstasy, methamphetamine, cocaine, LSD and steroids).
o Students are given 5 minutes to research as a group on their devices which harms are most common for the
drugs they have been assigned.
o Once students have collected potential harms associated with their certain drug, they need to work together
to develop a radio advertisement aimed at teenagers.
o The radio advertisement needs to contain the following

Identification and facts about the drug

3 potential harms associated with the drug
2-3 strategies teenagers can adopt to minimise their risk of harm

Radio advert rules

o All students must be involved in the reading of the advertisement
o The advertisement must be written down as a script
o The advertisement must go for at least 30 seconds
o No sarcasm, names or bullying in the advertisement

o Students have 10-15 minutes to complete their script, then the teacher has each group read out their radio
advertisement (ensure all students close their eyes during the reading).
o After each advert discuss the harms and strategies that were spoken about as a class.

Processing (in Italics)

o What do we now know about the different types of illicit drugs? they all have different potential harms
o What were some of the strategies the groups suggested in their advert?
o Why is it important to know the potential harms for different types of drugs? to understand not all drugs will
have the same effect, not everyone will react the same, just because someone responded okay to one type of
drug, doesnt mean they will respond okay to other types.

Write down what advice you would give to a friend if they came to you and said they were thinking of trying an illicit

LESSON EVALUATION (to be completed AFTER the lesson)

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Assessment of Lesson Objectives and Suggestions for Improvement::

Teacher self-reflection and self-evaluation:


Australian National Drug Campaign. (2011, October 9). Lost Dreams. Retrieved from:

Get Ready Resource. (2013). Year 7 teaching manual. Retrieved from:

https://fuse.education.vic.gov.au/pages/Teacher. aspx.

National Institute on Drug Abuse. (2016). Drugs of abuse. Retrieved from:


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