Professional Documents
Culture Documents
Plan
Topic area: Stage of Learner: Syllabus Pages:
Risk vs Challenge Stage 4 28 - 29
Date: Location Booked: Lesson Number: 1 / 8
Time: 60 minutes Total Number of students: Printing/preparation
24
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment Exploring risk explore the concept of
risk by investigating the
positive and negative following:
Informal formative risk
4.6 describes the nature of assessment settings or what is a reasonable
health and analyses how health circumstances in which degree of risk?
issues may impact on young risk taking occurs why do people take
people Research task factors influencing risks?
submitted via ICT risk-taking influence of gender on
outcomes of risk risk behaviour
4.7 identifies the consequences behaviour
of risk behaviours and describes debate the positive and
strategies to minimise harm negative outcomes of
engaging in risk
behaviours
strategies to minimise
harm acquiring describe strategies to
knowledge safe minimise harm in each of
attitudes, eg concern the following real life
for others, impunity, situations when:
responsibility travelling alone at night
developing personal at a party feeling
skills, eg conflict depressed experiencing
resolution, assertive unwanted sexual contact
behaviour, problem being offered or using
solving, refusal skills drugs in water
safe and supportive environments exposed
environments, eg to the sun as a
school, community, pedestrian, passenger
family and peer support and user of wheeled
networks recognising, devices
assessing and explain how potential
responding to risk for harm can be increased
situations as the result of an
interaction of factors, eg
peers, alcohol use and
road safety
recognise potentially
unsafe situations and
respond by
demonstrating personal
skills: to counteract the
influence of others to
influence others to
modify their behaviour
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- ICT - Communicating
- Literacy - Decision-making
- Numeracy - Interacting
- ATSI history and culture - Planning
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires 1.3 Problematic communication
students to engage in higher-order thinking and to communicate knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops 2.3 High 2.6 Student direction
positive relationships between teacher and students and among Expectations
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within the lesson.
2.5 students In the research task students complete and submit their task with their partner requiring
self regulation minimal teacher supervision and/or assistance.
3.2 Cultural Students required to research a binge drinking prevention strategy focused on Indigenous
knowledge Australians.
Time Teaching and learning actions Organisation Centred
T/S
0-10 Activity 1a- Paper toss Teacher: Have T
This game is used to have students consider, What is a reasonable degree of tables set in
risk? grouping
The paper toss point system rewards students taking risk successfully and positions.
penalises unsuccessful risk taking. Students should strategies to earn the
maximum amount of points in their 3 attempts. [] Table
: - 2 students
Teacher sets up a bin and measures out 1m, 2m, 3m and 4m. :[]: :[] :
:[] : : [] :
Students each create a paper ball :[]: : [] :
1m shot into the bin 1 points
2m shot into the bin 2 points Maintains
etc. orderly game
Rule If you miss you lose 1 point. Each student
should line up
for their
Organisation option- throw. (Order)
More than one
student can
throw at a
Bin 1m 2m 3m 4m students time (Time-
0 0000000 saving)
[ ] l l 0 l l 0000000
0 0000000 Student
scribe(s) keeps
Pedagogical model Direct Instruction score tally in a
table.
CCT/GC Numeracy
Students are
C/S Decision-making, Planning allowed 3
throws each
Student:
Engages in
game
Resources:
Bin, marking
tape, x 24
paper
White board,
Marker
10- Students remain standing Teacher: S
15 Direct
Activity 1b -Think, pair, share. students
thinking using
This activity builds on the result from Paper toss. It allows students to provided
discover and share what they thought the most effective risk taking strategy questions.
to win the game.
What is a reasonable degree of risk? Student: Work
collaborative
Students are given 1 minutes to think with partner.
2 minutes to share with partner Contribute to
class
Class shares answers for 3 minutes discussion
Students are to debate the positive and negative outcomes of engaging in Resources:
risk behaviours. Time keeping
device
Pedagogical model Cooperative learning, Inquiry-based learning
CCT/GC Literacy
C/S - Interacting, Communicating
15- Activity 1c Paper toss 2 Teacher: T/S
25 Maintains
Same rules and Organisation as above orderly game
Each student
In this activity students are actively involved in constructing and using should line up
learned knowledge of risk and strategy to review and refine their for their
performance. throw. (Order)
More than one
student can
Pedagogical model Inquiry-based learning throw at a
time (Time-
CCT/GC Numeracy saving)
C/S Decision-making, Planning Student
scribe(s) keeps
score tally in a
table.
Resources:
Bin, marking
tape, x 24
paper
White board,
Marker
25- Activity 2 - Mind Map /Brainstorm Teacher: T/S
35 (RISK vs CHALLENGE) Begins mind
map
This activity builds on the Introduction activity. The teacher initiates a whole
class discussion regarding: Students are
given the
What is Risk? option of
Does Gender affect risk taking? Results from paper toss writing on the
Is there positive and negative risk. white board or
choosing a
class scribe(s)
Students are to contribute to white board
Pedagogical model Inquiry-based learning Chooses
students to
CCT/GC Literacy contribute to
mind map and
C/S Interacting maintains
class order.
Student: Can
contribute to
white board
OR pick a class
scribe(s)
Resources:
White board,
Markers
35- Activity 3 - Research Task Teacher: Write S
58 questions on
This is a cooperative learning activity to open students up to known board for
information regarding binge drinking and existing strategies to prevent it. students to
refer to.
In pairs students are to search for an existing prevention strategy relating to
Binge drinking. Students are given the option to focus on Indigenous Student:
Australians or young people. Engages in
research task
Students are required to answer the following: with partner
Organisation details;
Target audience: Resources:
Consequences of risk behaviour / how it is impacting Indigenous people? X 12 laptops
Prevention strategy the organisation is promoting to minimise/avoid risk
Hand in Via Google Docs for informal formative assessment
Helpful link for struggling students -
https://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/news-
stories/news-stories-detail/pdhpe-drug-education
Pedagogical model Cooperative learning
CCT/GC ICT, ATSI history and culture, Literacy
C/S Planning, Interacting, Communicating
58- Students pack up laptop and dismissed. Teacher:
60 Student:
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing this lesson I understand time management will be a major factor. In order to minimise
this, I have allowed to students to remain standing while engaging in the think-pair-share activity.
This will also prevent them having to get settled in their seats before standing up again to initiate
paper toss 2. I have also included a class table organisation so as to maximise the space in the
classroom and prepare for the cooperative learning task.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
4.6 Research task
4.7 Research task
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson
Standards
2.4 Understand Students have the option to complete their research task with a focus on
and respect the ATSI community.
Aboriginal and
Torres Strait
Islander people
to promote
reconciliation
between
Indigenous and
non-Indigenous
Australians
2.6 Information Students are utilising laptops and submitting their work via Google docs.
and
Communication
Technology
(ICT)
3.3 Use Demonstrating both teacher and student-centred learning activities
teaching
strategies
2.5 Literacy and Utilising a numerical point system in the paper toss activity, In conjunction
numeracy with multiple literacy tasks. E.g. research task & think-pair-share.
strategies
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
To ensure the safe and ethical use of ICT. Tuck all chairs in and keep bags under tables to
avoid trip hazards while students are moving around the room in paper toss.
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.
Resources Attached:
You must list all the resources that you have created or found in this space.
Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:
Risk vs Challenge 4 28-29
Date: Location Booked: Lesson Number: 2 /8
Time: 60 minutes Total Number of students Printing/preparation
24
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment
drug use describe the short-term
the classification of and long-term effects of:
Formative drugs, eg stimulants, misuse of prescribed
4.6 describes the nature of assessments depressants, and non-prescribed
health and analyses how health hallucinogens medications
issues may impact on young reasons people use tobacco
people and do not use drugs alcohol
Kahoot quiz influences on drug cannabis
use
4.7 identifies the consequences short-term and long- analyse influences and
of risk behaviours and describes term effects of drugs on reasons why people
strategies to minimise harm Binge drinking health and wellbeing choose to use or not use
campaign prevalence and drugs
Observation of patterns of adolescent
group progression drug use explore the
legal and economic relationship between the
consequences person, the drug and the
effects of other environment in
peoples drug use determining the impact
of drug use
-Exploring risk
settings or
circumstances in which
risk taking occurs why do people take
factors influencing risks?
risk-taking
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- ICT - Communicating
- Literacy - Interacting
- Numeracy - Planning
- Problem-solving
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires 1.3 Problematic communication
students to engage in higher-order thinking and to communicate knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops 2.3 High 2.6 Student direction
positive relationships between teacher and students and among Expectations
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within the lesson.
Crawley, E. F., Malmqvist, J., stlund, S., Brodeur, D. R., & Edstrm, K. (2014).