Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time:

Students Prior Knowledge:

60 mins Date:

Learning Area: Health and Physical Education

Strand/Topic from the Australian Curriculum

Investigate community resources and strategies to seek

help about health, safety and wellbeing (ACPPS053)

Understanding of class rules about working in

groups
Understanding of what authentic websites look
like
General understanding that drugs, alcohol and
smoking is not appropriate for people their age

researching health information sources and places

where they can seek help, and prioritising those
that are reliable and trustworthy (HBPA, AD, MH,
FN, RS, S)

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

Critical and
Literacy
Numeracy
ICT
competence

Ethical
behaviour

creative thinking

Personal and
Social
competence

Intercultural
understanding

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

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
State and explain the impacts of drugs, alcohol and smoking on the body and social consequences
Participate effectively in a group
Teachers Prior Preparation/Organisation:

Link to Google Slide posted on the class

website/blog
Google Slide created with recommended sites and
instructions within
A3 paper prepared
Youtube video uploaded

Provision for students at educational risk:

Pre plan groups so that students will work well

together and use each others strengths to
work well

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Could students easily summarise the information they came across?

Could the students use the Google Slides independently and with ease?
Were students able to effectively work in groups?
Did the students present their information in a succinct and confident manner?


Teacher self-reflection and self-evaluation:

How engaged were the students in relation to content and instruction giving?
Were all students diverse needs catered for?
Were the objectives met?
Was time allocation appropriate?
What aspects of my questioning can be improved to encourage higher order thinking?
What did I do that worked well?
How can this lesson be improved?

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
15
minutes

Motivation and Introduction:

1. Motivate
-

Students seated at their desks in groups, A3 sheets of paper handed

out so that there is one between the group
Students create KWL (what I know, what I want to know, what I
learned) in their groups. They complete the first 2 sections together
Play the Youtube video of facts about drugs and alcohol to the
students and encourage them to put information into their KWL that
they learn about in the video
There are some things that the video covered that are especially
important, this includes the effects of drinking alcohol, smoking and
taking drugs such as marijuana. Discuss this with the class.
Some things that the video didnt cover are in this fact sheet! Add
some new facts to your KWL chart
Discuss some of the key words on the fact sheet and question
students on their understanding:
o Do you think it is healthy to smoke tobacco after reading what
is inside it?
o Has anyone taken any analgesics before? Did you know you
were taking a drug?
o Who drinks cool drinks or energy drinks? Did you know
caffeine is in those drinks and that it is a drug?

Resources/References
Align these with the
segment where they will
be introduced.

Youtube clip:
https://www.youtube.co
m/watch?
v=Po3HUk_e1nI

Appendix 1: Fact sheet

2. Introduce lesson
-

Today we are going to be learning the basics about drugs, alcohol

and smoking to gain a general understanding of what they are and
the harm they do and where to seek help
We will be working in groups to create a class Google Slide that we
can all use
Today we are going to be focussing on researching and presenting
our information to our peers

3. Access prior knowledge

-

Question students on their general understanding of drugs, alcohol

and smoking
o Is it legal for you to drink alcohol? What is the legal age?
o Are all drugs illegal? What kind of drugs are legal?
o What are the 3 types of drugs?


Can you become sick from smoking related diseases even if
you havent smoked before? How? (passive smoking)
Ask students for any questions and if their questions are personal to
write it down and put it into the question box anonymously and the
questions will be answered at the end of the lesson.
o

30 mins

Lesson Steps (Lesson content, structure, strategies & Key Questions):

4. Describe activity
-

Split the class into 3 large groups

Name these groups either the alcohol, drugs or smoking group
On the Google Slide each of these 3 substances has 4 slides. Within
the large groups they need to delegate people to work on each of the
slides
E.g. in a class of 24, there will be eight people per group. In the
alcohol group there will be 8 people to work on 4 slides. Within the
group 2 people will work on alcohol facts, 2 people will work on what
the impacts are, 2 people will work on where to seek help and the last
2 people will work on finding extra resources such as pictures or fact
pages
Using the IWB the teacher brings up the Google Slide that the class
will be working on.
All students will have access to the slide and can work on separate
parts at the same time
The teacher will go through explaining what needs to be done on
each page questioning students to check for understanding e.g. Jane
can you briefly recap what has to be done on this slide?
The teacher can access some of the websites and show students
how to scan the page for important information
The teacher reminds students not to copy and paste and to put the
URLs of used websites onto the last slide labelled references
Although each section (alcohol, drugs and smoking) has only 4 slides
students can expand each section e.g. dedicate 3 slides to the
impacts of alcohol

Google Slide link:

https://docs.google.com/pre
sentation/d/1S2obYqXKHz
NXDNTm1XNY3SfOwrR
mRtxvlMqRseZlUps/edit?
usp=sharing

5. Task
15 mins

Allow groups to sit together on their devices (desktop computers or

iPads)
Encourage discussion, sharing information and collaboration within
groups.
Teacher to walk around reminding students to choose reliable
websites, record the websites theyve visited and to work as a group

Resource: iPads ot
Desktop computers

Lesson Closure:(Review lesson objectives with students)

6. Present
-

Class Google Slide displayed to the class

Groups are to share with the class what information they found. The
people who worked on a particular slide are to summarise what their
slide says and add any extra information that they thought was
interesting

7. Summarise knowledge
- General summary through creating a class continuum (name one end
of the classroom healthy and the other unhealthy, ask students to
position themselves between the two extremes when asked a
question, remind them that they may need to provide a reason for
why they are standing where they are)
Drinking alcohol in Year 6 (ask 3 students at various
positions to explain their choice and give at least one
social impact of drinking too much alcohol)
Taking more than the recommended dose of Panadol
(ask a few students of places they could seek help if
they didnt use analgesics safely)
Refusing a cigarette and avoiding breathing in other
peoples smoke from their cigarettes (ask 1-2 students
to list a few effects of smoking on the body)
- Read out any questions from the question box and answer them or
ask students to aid you in answering them
Transition: (What needs to happen prior to the next lesson?)
-

Devices to be logged off or returned to where they belong

Students to wait at desks for further instruction

Assessment: (Were the lesson objectives met? How will these be judged?)
-

Teacher to use an observational checklist for personal use to

determine whether the main concepts were grasped and the students
were equipped with enough knowledge and information to move onto
the next lesson
Use checklist as students are working and when they are presenting.

Appendix 2: Checklist

References
Australian Curriculum and Assessment and Reporting Authority. (2011). Australian
Curriculum. Retrieved
from http://www.autraliancurriculum.edu.au/
Department of Education. (2013). Choices and Challenges: Focus Area 2 Drug
Education Year 6. Retrieved from
http://www.det.wa.edu.au/sdera/detcms/navigation/forschools/resources/challenges-and-choices/?page=7#toc7
Vividview. (2013, July 25). Sgt. Williams and the Curious Chalkboard - It's a Fact!
[Video File]. Retrieved from https://www.youtube.com/watch?v=Po3HUk_e1nI


Appendix 1: Fact sheet


Appendix 2: Checklist
Group

Slides explain
the
substance

Slides explain
the impact and
consequences

Slides explore
where to seek
help

Group
members
participate
effectively in a
group

Teacher comments
individual group
members

Group 1

Group 2

Group 3

Teacher comments