PSHE KLA, Integrated Humanities, Key Stage Three. Topic: Stay Away From Addiction (Teacher s Guide) Part One - Are you addicted to something?

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1 PSHE KLA, Integrated Humanities, Key Stage Three Topic: Stay Away From Addiction (Teacher s Guide) Unit & Learning &Teaching Objectives & Activities No. of Teaching & Remarks Topic Lesson Learning Resources Part One - Are you addicted to something? Indicators of addiction 1. To understand the indicators of addiction 2. To be cautious of addiction Teacher asks students to name some examples of addiction and do they have addiction. 2. Students individually name one thing they like to do most. Use the questionnaire on Student p.1 to test if they are addicted to this thing. 3. Teacher concludes this unit by asking students these two questions: Are you addicted to something? What is addiction? How does it differ from hobby? Student p.1 Some examples of addiction: Alcoholism, drug abuse, internet addiction, eating disorder, smoking, doing exercise, compulsive buying, problem gambling etc What makes addiction 1. To understand the meaning of addiction, and 0.5

2 different from hobby or love? 2. To understand the differences between addiction and love / hobby What are people addicted to? 1. Students read the three cases of addiction(cathy, Dan and Fred) on Student p.2-3 and induct the elements of addiction. 2. Teacher concludes this unit by listing the elements of induction on the board and highlighting them as the differences between addiction and hobby or love. Understand the concepts of substance addition and process addiction 1.0 Student p.2-3 Students may confuse indicators of addiction with elements of addiction. In this case teacher may remind students that indicators are not a part of addition, they are just measurement of addiction. 1. Students brainstorm about things that people are addicted to and classify them. 2. Students report their answers. 3. Teacher summarizes students answers and concludes this unit by highlighting the concepts of substance addiction and process addiction. Student p.4 Students may suggest different ways of classifications. Teacher should not reject or ignore any classification as long as it is reasonable. However, teacher may remind students that some classifications are more meaningful or helpful than others. Part Two - Why and how do people become addicted? Factors of addiction Identify the source, environmental and personal factors of addiction Students brainstorm some factors that lead to

3 2.2 - Stages of addiction addiction. 2. Teacher introduces briefly to students the factors of addiction on Student p Students classify the factors into source, personal and environmental factors. Put the factors into the Venn diagram on Student p Understand how people become addicted 2. Be aware of the vicious cycle of addiction 1.5 Student p.5-7 Teacher should remind students that some of factors are not purely personal, source or environmental. That is why they are asked to use a Venn diagram to organize them. A Venn diagram allows different categories to overlap. Activities: 1. Students read the six stages of addiction on Student p Use the case of Cathy (in Unit 1.2) as an example to illustrate the six stages of addiction. 3. Students group work: Base on the factors and stages of addiction they learn in Unit 2.1 and 2.2, write a story to show how and why a person becomes addicted to gambling. Student 8-10 Teacher should remind students that it is not necessary for a person to go through all six stages to become addicted. Teacher may show students the rubric on Teacher p.10 to help the latter understand what a good story should be. Part Three - Drug abuse by Hong Kong youngsters What is a good leaflet? Understand the features of a good leaflet. 1. Students read the news headlines given on Student p Teacher informs students their task of making a 1.0 Student p.11-12

4 3.2 - List guiding questions leaflet about drug abuse by Hong Kong youngsters and the harmful effects of drug abuse. Teacher also briefly introduces the four steps of making the leaflet: (1) Understand what a good leaflet is, (2) List guiding questions, (3) Information collection and (4) Make the leaflet. 3. Teacher distributes copies of two leaflets (of any topic) to students. 4. Students choose the better one and tell its merits over the other one. 5. Teacher summarizes students ideas on board to highlight the qualities of a good leaflet. 6. Base on the qualities of a good leaflet, students complete their rubric on Student p.12. Decide what information the students should collect for their leaflet. 1.0 Student p.13 Each student or each group of student hands in a rubric to teacher. Teacher may choose the best rubric to mark all leaflets Collecting information about drug abuse and its effects 1. Teacher asks students what they want to know about drug abuse by Hong Kong youngsters. 2. Base on the 6 Ws, students list guiding questions about drug abuse by Hong Kong youngsters. Put the guiding questions in Student p.13. Guide students to collect information for their leaflet. 1. Teacher introduces the meaning of drug abuse to 2.0 Student p Teacher may combine similar questions given by students. Teacher should not reject or ignore any reasonable guiding questions raised by students. It d be better to let students decide what they should put into their leaflet.

5 3.4 - Making the leaflet Fighting drug abuse in Hong Kong students or show students a video about drug abuse in Narcotics Division s web site: 濫 用 藥 物 及 其 對 個 人 社 會 的 遺 害 : (Chinese version only) 2. Refer to Student Unit 3.3. After reading Source One - A and Source One - B, students answer Q.2(1) and (2). They should also discuss why the proportion of young drug abusers differs a lot between the two sources and answer Q.2(3). 3. Students report which source they choose to represent the commonness of drug abuse by HK youngsters and justify their choice. Teacher lists students arguments on the board as answers to Q.2(4). 4. Students read Source Two - A, B, C and D. They then discuss and answer Q.3 in at least 200 words. 5. Students answer Q.4 and Q.5. For Q.5, teacher may give some examples of social and economic effects. Objective & activity: Have students make the leaflet on lesson or at home. Understand the different actions against drug abuse in Hong Kong and what youngsters can do to stay away from drugs. 0.0 or 1.0 Student p Student p As both Sources One - A and One - B have their own strength, students may choose either one to represent the commonness of drug abuse. Teacher should remind the students about the use of the 6 Ws. However, as different students / groups may have set different guiding questions in Unit 3.2, they may either modify their guiding questions to fit Sources Two A, B, C and D, or look for extra sources that provide the information they want. Remind students about the requirements listed on Student p.12 and the rubric.

6 1. Teacher asks students to name some actions against drug abuse and remind them the diversity of these actions. 2. Teacher briefly introduce actions A - M on Student p Teacher introduces the differences between actions at individual level and institutional level, and the differences between actions to reduce demand and to reduce supply. 4. Students classify actions A - M by the above criteria and put tem in the matrix on Student p.26, describe and explain the differences between individual and institutional actions. 5. Teachers ask students to recall some factors which cause youngsters to abuse drug. Students read Grace s Story - Part One on Student p.27 to identify some factors that help youngsters to stay away from drugs. 6. Read Grace Story - Part Two to students. Ask them to imagine (i) what Sam might say to make Grace take drugs, and (ii) what Grace might say to reject the drugs. 7. Students suggest answers. Teacher may visit Hong Kong Christian Service s web site to show students a video about rejecting drugs: 防 毒 秘 笈 : (Chinese version only) Part Four - Internet addiction in our school Knowing internet addiction and its effects 1. Understand the features and problems of internet addiction. 2. Introduce the task to students. 1.0 Student p.30-32

7 4.2 - Brainstorm, mind map and list guiding questions 1. Teacher asks students to tell their impression and give examples about internet addiction. 2. Students read Source One and answer Q.1 - Q Teacher concludes this unit by highlighting that internet addiction seems common in Hong Kong and is harmful, it is worthwhile for us to study. 4. Teacher briefly describes the Task Study internet addiction in our school and its six steps listed in Student p Identify important concepts and sub-questions about internet addiction. 2. List guiding questions that tell students what information they should collect. 2.0 Student p Teacher may remind students that there may or may not be internet addiction in their school. Even if they think that there are few students addicted, it is still meaningful to study the internet use pattern in their school. Teacher should direct students attention to the overall pattern of internet use in school instead of individual student s internet use. 1. Students brainstorm about the topic Internet addiction in our school. Teacher demonstrates meaningful classification of the resultant ideas on the board. 2. Teacher introduces the steps of mind mapping to students. 3. Students organize their ideas from brainstorming with a mind map. 4. Base on the mind map and their own interest, students set guiding questions and sub-questions for their study. 5. Teacher lists some typical guiding questions and sub-questions on the board as examples. Teacher may show students this video and ask them to identify the influence of internet use on youngsters: Hong Kong Christian Service: 親 子 溝 通 之 網 絡 世 界 篇 : orldwideweb.wmv (Cantonese version only) Teacher may find helpful hints and tools in the Project Learning Web Site of the Education Bureau : learning/index.html If students find it difficult to set the guiding

8 questions, teacher may remind them to read the articles in Source One. The articles suggest something that students may investigate into, say the commonness and effects of internet addiction, and the profile of the addicts Set, distribute and collect questionnaire Set a good questionnaire that provides students with the information they want. 2.0 Student p Different groups of students will certainly produce different mind maps and guiding questions. It is a good idea to let different groups share their mind maps and guiding questions. It allows them to learn from the others. 1. Students read the bad questionnaire on Student p.36-37, identity its defects and report them to their classmates. 2. Teacher tells students how to fix the defects they identify and briefly explains the criteria of a good questionnaire listed in Student p.38 to students. 3. Base on their guiding questions and sub-questions, students set their own questionnaire. 4. Teacher chooses the best questionnaire from students, reproduce enough copies and distribute them to the sample students. Teachers are advised to adopt stratified random sampling. Sample size in each form (S.1, S.2etc) should be larger than 30. Part One of the questionnaire is pre-set/given because it contains a tested internet addiction assessment. Students should not modify this part. Other assessment on internet addiction can be found in these web sites: ml int

9 ernet_addiction_test.htm Write a report on internet addiction in your school 1. Collate the information about internet addiction collected to facilitate analysis. 2. Analyze the data and draw appropriate conclusions about internet addiction in school. 2.0 Student p Different students may put different questions into Part Two. Teacher should respect students choice as long as the questions they choose are (i) relevant and (ii) technically okay. 1. Students are assigned different tasks according to their class number. Teacher may decide how many students are allocated to each task according to class size and the characteristics of their students Breaking your addiction or bad habit 2. The respondents are classified as normal users and addicted users, according to their score in Part One. 3. Students put the data into the data entry form in Student p Teacher distributes copies of the completed data entry form to students. Students identify the patterns of internet use and/or addiction from the form, draw appropriate conclusions and write a report. 1. Students identify factors that sustain their bad habits/addictions. 2.0 Student p It should be noted that while the developer considers the scale a workable measure of Internet addiction, she also points out that further study is needed to determine its validity. Teacher may show students the rubric on Teacher p

10 2. Work out a plan to solve or relieve the problem. 1. Students name one bad habit or addiction they have and suggest why it is difficult for them to quit that bad habit or addiction. 2. Group members share the difficulties in breaking their addiction or bad habit, then work together to classify all difficulties into several categories. Use a tree diagram to organize the difficulties. 3. Teachers introduce the 3-R & 3-S methods in Student p.49 to students. 4. Base on these principles, students suggest ways to quit internet addiction or overuse. Students are advised to work on Activity 1 alone. No discussion among students. Extension - Opium smoking in 19 th -century China & its effects E.1 - Opium & its early history in China Know opium and its history in China 1. Teacher asks students to tell what they know about opium. Visit the web site Opium Museum to show some photos of opium smoking in China: Students read Sources One to Three to know the use of opium in China. Do tasks 1-5 on Student p Student p Teacher should remind students about this: (1) Opium use has a long history in China, (2) It was firstly abused by the rich people and the royal families, then by the others, and (3) It had many harmful effects on China. E.2 - Effects of opium 1.0 Student

11 smoking in 19 th -century China 1. Understand the effects of opium smoking on 19 th -century China. 2. Be able to differentiate direct and indirect effects p Teacher tells students some direct effects of opium smoking, then asks students to trace other possible indirect effects of opium smoking. Base on the direct and indirect effects, teacher draws a simple flow chart on the board to illustrate what a flow chart is. 2. Students read Source Four. Organize the direct and indirect effects of opium smoking with flow chart. Draw the flow chart in Student p.55. Base on the flow chart on the board, teachers should highlight the fact that (1) one direct effect may cause various indirect effects, and (2) various direct effects may cause the same indirect effect. Teacher may (1) give the rubric on Teacher p.55 to students, or (2) asks students to work out their own rubric. E.3 - Who should be responsible for the opium problem in early 19 th -century China? 1. Understand the role of different parties in drug abuse problem. 2. Use critical thinking skills to reject common excuses and fallacies. 1. Teacher asks students to read Source Five. 2. Students identify the role of different parties in Qing China s opium problem. They put the answers in the table in p Different groups assume the different roles in the table Column 1. Give arguments to justify what they do. 4. Give arguments to challenge other groups justifications. 1.0 Student p.56-60

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