Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time:

60 min Date: 23/02/15

Students Prior Knowledge:

Learning Area: Health and Physical Education

Effects of drugs and alcohol on the body

Consequences of taking drugs and alcohol
Understanding of how to use Pixton
Social impacts of taking drugs and alcohol

Strand/Topic from the Australian Curriculum

Personal, Social and Community Health

Being healthy, safe and active

Plan and practise strategies to promote health, safety

and wellbeing (ACPPS054)

scripting and rehearsing how to refuse drugs they

may be offered, such as medication, tobacco
product or alcohol (AD, S)

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

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

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:
Demonstrate strategies for refusing alcohol and drugs in social situations
Complete a comic strip using Pixton
Indicate knowledge of the consequences of using drugs and alcohol
Teachers Prior Preparation/Organisation:
o Book or have iPads/Computer room available,
enough for 1 device between 2 students
o 9 scenarios
o Pixton assignment available for student use
o Should or Shouldnt power point slide for lesson
introduction/motivation

Provision for students at educational risk:

o Place students with eye sight issues closest to
the smart board
o Separate students that may distract one
another or cause mischief during lesson
o Closely monitor and explain concepts in a
simpler form to any weaker students

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

Did students exemplify refusing drugs in their comic?

Were students able to work collaboratively?
Could students effectively adapt the scenario into a comic?
Did the students model an understanding of why it is necessary to refuse drugs and alcohol in the
scenarios?
Was the ICT relevant to the knowledge the students were to gain?
Teacher self-reflection and self-evaluation:
How engaged were the students in relation to the content?
Was the instruction giving clear and succinct?
Was the pace and volume of my voice appropriate when giving instructions and explaining content?
Were the objectives achieved?
What did I do that worked well?
Were there any aspects of the lesson I could improve?
Were there any aspects of my teaching I could improve?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Time
15
minutes

30
minutes

Motivation and Introduction:

Students are called to the mat to gather around the Interactive
Whiteboard (IWB). They are to sit next to their desk partner on the
mat as the lesson will require students to be in pairs
Students are reminded of how in the past few Health lessons we have
been looking at drugs and alcohol
- we have been looking at the effects and consequences of drugs
and alcohol on peoples lives- can anyone remind the class what a
few consequences of taking drugs or alcohol are?
As a recap students will partake in a quick activity. Introduce students
to the activity displayed on the IWB (instructions located at the top of
the activity)
- The class is given time to look at the scenarios and discuss with
their partner which column they would put scenarios in
- One person from each pair comes up one at a time to drag the
scenario to either the SHOULD side of the page or the
SHOULDNT side of the page
- After each scenario is placed the teacher should discuss why this
is a SHOULD or SHOULDNT activity. (ask students questions
such as: why did you place this here? Why shouldnt we do this?
Why is it important for us as Year 6s to do this?)
- If scenario is incorrectly placed question the students choice as
you would do with a correctly placed scenario and guide the
student to realise the correct answer.
Discuss the relevance of prior knowledge to todays lesson
- We know why taking drugs and alcohol is not a healthy choice
- Today we will look at how to refuse drugs and alcohol to continue
making healthy choices

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

Appendix 1: Should or
Shouldnt activity
displayed on Interactive
Whiteboard

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

15
minutes

Explain the task

- In todays lesson we are going to be exploring strategies for
saying NO to drugs and alcohol.
- You will all be given individual scenarios in your pairs and using
Pixton you will be recreating these scenarios with the inclusion of
HOW to say NO and WHY you have said no to drugs and alcohol.
- We have used Pixton before and today we will be using it again to
create comic strips. The instructions for todays activity can be
found on our classes Pixton page.
- Teacher hands out handouts to pairs which have instructions on
how to get to the class Pixton page and with different scenarios
attached
Exemplify expectations
- Model using the IWB how to get onto Pixton using the handout
and how to navigate throughout the site
- Refresh memories on how to create a comic strip and what
functions are available
- Remind students they are working in a partnership and are
expected to follow class rules for working collaboratively
Begin Task
- Students are sent off to their workstations to use iPads or are
sent to the available computers to access Pixton
- Teacher wanders around the classroom helping students when
required
- Students are notified how long they have until time is up and that
they must have their comics finished and submitted by this stage.
- Early finishers can add more detail to their Pixton or create their
own scenarios that they can make comics for in free time.

Appendix 2: Task
handout
IWB

Lesson Closure:(Review lesson objectives with students)

Students are called to Stop Look and Listen and come to the mat
with their partner.
On the IWB the teacher brings up the class gallery which will have all
the recently created comics displayed.
One at a time the pairs will come up to the front of the class, read out
their scenario and then describe how they responded and why.
Pairs will accept questions, compliments and criticism from their
peers.
Transition: (What needs to happen prior to the next lesson?)
Students return iPads or return to their desks to await further
instruction
Assessment: (Were the lesson objectives met? How will these be judged?)

Appendix 3: rubric

Teacher will make personal comments (feedback) on each Pixton comic

created by the students in the lesson using the Pixton website.
Informal assessment: to assess whether the students have grasped
appropriate strategies for saying NO to alcohol and drugs and if they
understand the consequences. Teacher uses attached rubric for each pairs
comic for personal use to evaluate the success of their lesson and to find out
if follow up lessons are necessary and what these follow up lessons need to
include.

Appendix 1: Should or Shouldnt activity

Appendix 2: Handouts (Scenarios for alcohol x3, cigarettes x3 and medication x3)

How to say NO
Your challenge:
1. Go to the website www.pixton.com
2. Once on Pixton press the login button which is located in the top right
corner. Make sure you select to login in through the schools section.
3. Then click the link to activate your account which is under the heading
First-time students.
4. The activation code is XCPU-WA
5. Create your screen name by using your first and last name together.
6. When in Pixton select the assignment which is called Saying no.
7. Further instructions will be explained in this assignment section of
Pixton.
8. Your scenario for your comic strip is placed below.
9. When creating your scenario you must include why you said no (e.g.
the impacts that it has on the body). A few impacts that we have
looked at in class are placed below. You can also add your own that you
may already know or from further research.
Your scenario: Cigarettes at school
Place: School
People: George and Dale
Problem: George is in Year 6 and brought some cigarettes to school and offered to share them
with Dale after school. Dale is hesitant about the situation but wants to seem cool in front of
George. What should Dale do?
Extra information: Impacts of cigarette smoking
- Smoking can be addictive
- It can cause cancer
- Can affect your ability to play sport
- Can decrease your immune system
- Buying cigarettes is very costly
- Can cause immediate irritation of the throat resulting in coughing
- The smell of cigarette smoke stays on your breath and clothes for a
long time after smoking
- Can encourage individuals to experiment with other illegal drugs
- Can cause individuals to lose friends

How to say NO
Your challenge:
10.
Go to the website www.pixton.com
11.
Once on Pixton press the login button which is located in the top
right corner. Make sure you select to login in through the schools
section.
12.
Then click the link to activate your account which is under the
heading First-time students.
13.
The activation code is XCPU-WA
14.
Create your screen name by using your first and last name
together.
15.
When in Pixton select the assignment which is called Saying
no.
16.
Further instructions will be explained in this assignment section
of Pixton
17.
Your scenario for your comic strip is placed below.
18.
When creating your scenario you must include why you said no
(e.g. the impacts that it has on the body). A few impacts that we have
looked at in class are placed below. You can also add your own that you
may already know or from further research.
Your scenario: Testing out alcohol
Place: Home
People: John and Dave
Problem: John and Dave are in the same Year 6 class and are hanging out after school at Johns
house. Johns mum has gone to the shops to pick up dinner and Johns dad is still at work. John
suggests that Dave and him taste test some of Johns dads alcohol whilst they are alone. Dave
does not want to participate, how should he respond to this situation?
Extra information: Impacts of alcohol on under aged individuals
Associated with academic failure
- Range of physical consequences e.g. hangover
- Alterations in the structure and function of the developing brain which
can have an impact throughout an individuals whole life
- A risk factor for heavy drinking later in life
- Its against the law
- Risk of affecting mental health in the long term
- Increased risks of memory and learning problems in later life
- It may affect the way you feel immediately:
Poor muscle control and judgement.
Confusion.
Slower reactions.
Poor vision.
Lack of coordination.

Sleep disruption.

How to say NO
Your challenge:
19.
Go to the website www.pixton.com
20.
Once on Pixton press the login button which is located in the top
right corner. Make sure you select to login in through the schools
section.
21.
Then click the link to activate your account which is under the
heading First-time students.
22.
The activation code is XCPU-WA
23.
Create your screen name by using your first and last name
together.
24.
When in Pixton select the assignment which is called Saying
no.
25.
Further instructions will be explained in this assignment section
of Pixton.
26.
Your scenario for your comic strip is placed below.
27.
When creating your scenario you must include why you said no
(e.g. the impacts that it has on the body). A few impacts that we have
looked at in class are placed below. You can also add your own that you
may already know or from further research.
Your scenario: Sharing Panadol
Place: School
People: Violet and Indiana
Problem: Indiana is in Year 6 and has a headache, which is making her feel very unwell. Violet
has some pills in her bag that she claims will help with the headache. Indiana hasnt seen these
types of pills before and isnt used to taking things like Panadol, what should she tell Violet?
Extra information: Impact of taking pain killer/ prescription medicine without adult
permission
- Possible allergic reaction
- Medicine can cause you to get sick if you do not already have the
illness/problem it is designed to fight
- There is a great risk of over dose
- Doctors must prescribe prescription medicines
- Individuals must complete their prescribed medications, if you take
away their medicine they may not get better
- You must always let a responsible adult know that you are taking pain
killers/medicine, in case of any complications

Appendix 3: Rubric
Objectives
Poor
Demonstrate
Comic characters
strategies for
do not attempt to
refusing alcohol
refuse drugs or
and drugs in
alcohol.
social situations
Complete a
comic strip using
Pixton

Comic strip not

created or doesnt
meet minimum
number of scenes.
Comic strip made
not using Pixton

Indicate
knowledge of the
consequences of
using drugs and
alcohol

No reasons were
given as to why the
character was
refusing the drugs
or alcohol

Satisfactory
Comic characters attempt
to refuse the drugs or
alcohol but seem unsure
of their decision

Good
Comic characters refuse
the drugs or alcohol

Comic strip meets the

minimum requirements
for number of scenes and
does one or two of the
following: introduces
characters, displays the
problem and demonstrates
a solution, explains
reasons for refusing drugs
or alcohol
Reasons given for the
refusal of drugs or alcohol
were appropriate for the
substance but not the
situation.

Comic strip meets the

requirements for number
of scenes and includes
most of the following:
introduces characters,
displays the problem and
demonstrates a solution,
explains reasons for
refusing drugs or alcohol
Reasons were given for
the refusal of drugs or
alcohol

Excellent
Comic characters exp
refuse the drugs or
alcohol for personal
reasons without fract
friendships with othe
characters
Comic strip meets th
requirements for num
of scenes and include
of the following:
introduces characters
displays the problem
demonstrates a soluti
explains reasons for
refusing drugs or alc

Reasons were succin

and appropriately giv
for refusing drugs or
alcohol

Teacher Comments

References

Australian Curriculum Assessment Reporting Authority. (2011). Australian Curriculum. Retrieved

from http://www.acara.edu.au/curriculum.html


Impact of alcohol on the developing brain. (n.d.). Retrieved from
http://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-DevelopingBrain/Impact-of-Alcohol-on-the-developing-brain
Pixton Comic Maker. (n.d.). Retrieved from http://www.pixton.com/
Smoking - effects on your body - Better Health Channel. (n.d.). Retrieved from
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/smoking_effects_on_your
_body
Young, N. (1997). Effects of alcohol and other drugs on children. Journal of Psychoactive Drugs,
29(1), 23. doi:10.1080/02791072.1997.10400168

10