Teacher+Page

Teachers Page

 * __Joint Statement__**

The purpose of this assignment is to incorporate the use of ICT in our chosen field of Health, focusing on drugs in a variety of ways. We are required to construct a project plan outlining what we are covering, who will be covering it and when it will be completed by. We are then required to show what outcomes we are covering from the curriculum using a mind map. We then must complete a forward planning document outlining what we're doing and what each of our lessons will include. We finish by outlining the underpinning learning theories used in our lessons. Our major area we are teaching is drugs and their effects on various areas of life. Our target year level is yrs 9's. Our project has been dubbed DrugEdu. Students will perform a variety of activities to give them a fundamental knowledge of drugs, their effects and addiction to drugs.

__**Mind Map**__

__**Project Plan**__


 * **Resource** || **Who** || **Date** ||
 * Statement of Understanding || Jo || 09/03/12 ||
 * Mind Map || Jo, Julian & Lara || 09/03/12 ||
 * Project Plan || Jo || 09/03/12 ||
 * Forward Planning Document || Lara, Jo & Julian || 09/03/12 ||
 * Statement of ICT Methods || Jo || 09/03/12 ||
 * Evidence based learning theory statement || Julian || 09/03/12 ||
 * Online Quiz || Lara || 29/03/12 ||
 * Lesson Plan || Lara || 29/03/12 ||

__**Forward Planing Document**__ // CF, SOS, Progress Maps, Determined Outcomes // || = Links to: = || ** Learning & Teaching Experiences/Content ** = What students are doing/learning/engaging activities? = |||| ** Resources ** = What they will use? = || ** Assessment ** // How achievement will be judged? // // How results will be recorded // ? || - Show evidence of group co-operation and discussion || # [] - Confronting video/s shown via YouTube to shock students and gain attention - Students to get into partners and chose/are allocated an illicit drug to research - Explain use of Wikispace and hand out worksheets - Students in pairs research one drug via the Wikispace link and fill out the worksheet - Student pairs then split up to make 2 different groups and discuss characteristics and categories of each drugs whilst continuing to complete the worksheet - Both groups gather around the smart board and students from each team are to be quizzed. Students need to drag a drug into the correct category it falls under and match it with a photo. 15 seconds is given to complete the challenge, points rewarded to teams for correct answers and given to the other team for incorrect answers. Team with the most points wins - Go over major points - Reminder of homework |||| - Smart board - Computer - Wikispace with link to DrugAware website - Worksheet || - Knowledge is assumed when students are able to place drugs in the correct category and match with correct photo - Teacher is able to mark students on whether they can recall characteristics and categories of drugs and which ones need some help via the collection of the student’s worksheets || - Use the ICT chosen effectively. - Take part in the group discussion effectively. || [] [] |||| ** Introduction: ** - Recap of the previous lesson - Group conversation about drugs in sport. What do they already know? - Naming famous people in sport to have been caught. - Students Get into pairs and choose a famous sports person that has been involve in a drug scandal and create a profile on the sports person using a blog, PowerPoint or spider scribe. The blog needs to include their sport, type of drug they used, its effects and the penalties they received for using the illegal substances. E.g. Alberto Contador being stripped of his 2010 Tour de France title. - Students also include pictures of the athletes and a short paragraph on other athletes in the sport concerned that have been caught. - Students give a brief presentation of their profile to the class, outlining who it’s about, what drug was taken, its effects and their punishment. - A group discussion is held about what the student think athletes motivation is for taking the illegal substances. || - Smart board - Computer - Wikispace with link to DrugAware website - Worksheet - Wikispace Questionairre || Do the profiles contain all the necessary components? Can the students name and describe the drug used by the athlete and its effects? These questions are answered by their presentation. || - Demonstrate knowledge of the physical effects of drugs on a life || # http://drugedu.wikispaces.com/ - Recap of previous lessons - Class brainstorm on effects of drugs in various aspects of life and situations that can arise e.g. physical – anxiety and depression - Students in pairs then choose one drug to research (via links on the Wikispace) the effects of, mainly focusing on physical and social effects - Students use this information gathered to create a short comic strip using the program Comic**.** their comic strip needs to show the side effects of the drug researched and how a person’s life is before and after the use of their drug of choice - Students then present their comic strips to the class along with explanations of each - Go over major points - Explain tasks for next lesson |||| - Computer - Wikispace with link to Drugs Campaign and ComicLife website || - Some knowledge of side effects of drugs is assumed when students participate in the class brainstorm - Teacher is able to mark competency and understanding whilst students are presenting their comic strip with explanations of side effects || Demonstrate an understanding the drugs has on everybody not just the addict || # [|http://www.drugfreeworld.org/#/interactive] - Recap over last lessons - Pose the question for students to answer a end of lesson “what four things have you learnt through this 4 week topic that will change your view on drugs or have made you even more aware of the effects of drugs?” - Introduce topic -Discuss different types of rehabilitation -Is it effective? -Students research statistic about rehab in groups Group 1) Cost Group 2) Drop out rates Group 3) Withdrawal Symptoms Group 4) Relapsing Group 5) Time -Students can then discuss their results with the class  -Students log on to [|www.drugfreeworld.org], which is an Interactive web resource. Students can explore the world of drugs in a fun way  Students can answer the question posed at the introduction of the lesson, encourage discussion amongst the class  Dismiss |||| Computer Internet Smartboard || Knowledge is assumed when students are able to recap over previous lessons information  Teachers is able to mark on reflective question ||
 * ** Week ** || ** Outcome Focus **
 * 1 || - Demonstrate knowledge of different types, categories and characteristics of 3 main illicit drugs
 * 1) []
 * 2) http://drugedu.wikispaces.com/
 * 3) []
 * 4) [|http://www.drugs.health.gov.au] || ** Introduction: **
 * Main Body: **
 * Conclusion: **
 * 2 || - Understand why drugs are used in sports
 * Main Body: **
 * Conclusion: **
 * 3 || - Demonstrate an understanding of the effect of drugs on various aspects of life
 * 1) []
 * 2) [] || ** Introduction: **
 * Main Body: **
 * Conclusion: **
 * 4 || Demonstrate an knowledge of the rehabilitation process
 * 1) Internet Research
 * 2) Brainstorming using Spider Scribe || ** Introduction: **
 * Main body: **
 * Conclusion: **

__**ICT's Intergated**__

In our lesson we will you a variety of ICT in order to maximize attention, comprehension and interaction of all students. We will use a power point presentation as a way of displaying information and pictures of drugs and drug effects. A game will be made using the smartboard and this will be played be students alternatively. Students will drag the names of drugs onto pictures of drugs, attempting to accurately identify each drug. A drug awareness video will be shown using the projector. The last ICT will be an interactive quiz where students work in pairs to make a questionnaire for another pair to answer.


 * __Evidence Based Learning Theory__**

Throughout our four lesson plans we will be engaging students in many different forms of information, from PowerPoint’s to educational YouTube videos. For example we will be discussing statistics on drug relapses after intervention and rehab in lesson 4, we aim for these to stimulate greater understanding of drugs and the effects they incur.
 * //Active://**

Students will have many ideas and preconceptions about drugs and the effect they have on your body and life, some may have even experienced drugs themselves. What we aim to do is build upon the knowledge the student already have and not only impact their way of thinking but sustain that way of thinking. Making the student’s drug aware is our priority in these lessons and aim to do this by using creative teaching techniques such as the use of ICT.
 * //Constructive://**

We aim to be extremely authentic in our approach to the students, drug awareness can be a sensitive topic but its message is too crucial to the younger generation to ‘tip toe’ around. We will be using real life examples of people and situations where drugs have been used and the outcomes of that drug use have been seriously toxic or fatal. Although we only aim to educate the students for four week on drug education, it is our belief that this topic would be more effective portrayed over extended periods of time.
 * //Authentic://**

As part of our lessons we will be asking students Have you had a drug related experience? Family members? Friends? What effects have they had on people? We want students to discuss in their groups or as a class these matters. Interacting off each other’s knowledge can be extremely instrumental, especially in drug education.
 * //Cooperative://**

Also we will be playing several games across our four lessons with the aim of revising what they have learnt in a fun manor, so that the lesson isn’t just a negative one. In these games they will be cooperating with one another to provide answer and examples.

At the start of each lesson we will be discuss what the lesson involves and the outcomes we wish to deliver through drug education. There will not be much room for allow students to determine these outcomes due to the seriousness of the issue, but we will help students articulate these goals.
 * //Intentional://**

__BY LARA, JULIAN AND JO__