A Stage 2 and 3 alcohol education reso

Transcription

1 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 1 A Stage 2 and 3 urce alcohol education reso Drug Prevention Programs

2 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 2 State of NSW, Department of Education and Training, Student Welfare Directorate, 2007 RESTRICTED WAIVER OF COPYRIGHT The printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to make photocopies of the material contained in the publication for use within a school, subject to the conditions below. 1. All copies of the printed material shall be made without alteration or abridgement and must retain acknowledgement of copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions. ISBN SCIS All enquiries about should be addressed to: Drug Prevention Programs NSW Department of Education and Training Locked Bag 53 DARLINGHURST NSW [email protected] For more information on drug education in NSW government schools refer to

3 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 3 Message in a Bottle: A Stage 2 and 3 alcohol education resource

4 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 4 Foreword Rationale About this resource Section 1: Background information What is alcohol? Current research Physiological effects of alcohol on young people Australian secondary school students use of alcohol in 2005 Report Effects of alcohol on the body What is binge drinking? Fetal Alcohol Syndrome (FAS) Alcohol products and labelling What are the laws about alcohol? Section 2: Alcohol education in primary schools Teaching alcohol education in primary schools Principles for school drug education Developing interpersonal and intrapersonal skills through drug education Communication Assertiveness Decision making Dealing with sensitive and controversial issues Handling personal questions about drug use Section 3: Parent information Why hold a parent information meeting? Outcomes of the parent information meeting Information for parents Talking to your child about alcohol Parent session outline Section 4: Teaching and learning activities for Stage 2 Syllabus Links for Stage 2 outcomes in PDHPE K-6 Syllabus Syllabus Links for Stage 2 outcomes in English K-6 Syllabus Overview of outcomes Focus area 1: What s this book about? Focus area 2: What is alcohol? Focus area 3: You be the expert Focus area 4: Looking at labels Section 5: Teaching and learning activities for Stage 3 Syllabus Links for Stage 3 outcomes in PDHPE K-6 Syllabus Syllabus Links for Stage 3 outcomes in English K-6 Syllabus Overview of outcomes Focus area 1: Book orientation and news report Focus area 2: Effects of alcohol on self and others Focus area 3: Media and advertisements Focus area 4: Decisions and consequences Focus area 5: Alternatives to using alcohol Section 6: References

5 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 5 Foreword The NSW Department of Education and Training has a responsibility to promote the health and wellbeing of students within its care. Government schools promote the health of students within the context of their student welfare initiatives and Personal Development, Health and Physical Education (PDHPE) programs. These programs provide a framework for supporting the social, physical and emotional health of students. Rationale Drug education in primary schools Children learn about drugs such as medicines, alcohol and tobacco from what they see and hear in their families, school and community. Children also learn about drugs from the television, internet, magazines and movies. Drug education lessons at school provide children with up-to-date information about drugs in a safe and caring setting. Students learn about the importance of being healthy and practise skills that help them stay safe. Alcohol is the most widely used legal drug (except for caffeine and medications) in Australia. The National Alcohol Strategy reported that 83 per cent of Australians consumed alcohol in Many young people have experimented with alcohol by the time they reach secondary school. The average age for young people to begin experimenting with alcohol is between 12 and 14 years of age (for both boys and girls). Often this experimentation occurs in their homes or the homes of relatives or friends. The Australian secondary school students use of alcohol in 2005 Report indicates that: 39 per cent of students aged 12 years reported using alcohol at least once in the past year, 17 per cent reported using it in the past month and 10 per cent reported using it in the past week of those 12-year-old students who reported using alcohol in the past week, less than half a per cent drank at a risky level on at least one occasion. Drinking alcohol at risky levels increased to 21 per cent amongst 17 year olds. According to The Australian secondary school students use of alcohol in 2005 Report, drinking at a risky level refers to those males who consumed seven or more alcoholic drinks on at least one day of the preceding seven days and those females who consumed five or more alcoholic drinks on at least one day of the preceding seven days (harmful drinking). Research indicates that alcohol education will be most effective if introduced before behavioural patterns are established and reinforced throughout the stages of development. This resource is intended to be introduced in the middle to late primary years. 3

6 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 6 About this resource This resource has been produced to develop students awareness of the possible harmful effects of alcohol, and to help them make informed decisions about alcohol and other drugs. The resource is intended to demonstrate the use of children s literature to teach drug education and provide opportunities for students to work towards achieving outcomes from the NSW Board of Studies Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus and the English K-6 Syllabus. It is an integrated model for literacy strategies and drug education to achieve the outcomes of both the PDHPE and English syllabuses. This resource contains six sections: Section 1: Background information provides teachers with accurate and up-to-date information to better answer students questions about alcohol. Section 2: Alcohol education in primary schools informs teachers about research findings relating to alcohol education. This section also provides guidance in teaching interpersonal and intrapersonal skills, dealing with sensitive and controversial issues, and involving external agencies. Section 3: Parent information provides a facilitator s guide to conducting a parent meeting to help raise parents awareness of drug education and alcohol issues. Section 4: Teaching and learning activities for Stage 2 which link to the narrative, Message in a Bottle. Section 5: Teaching and learning activities for Stage 3 which link to the narrative, Message in a Bottle. Section 6: References. The narrative, Message in a Bottle Message in a Bottle follows the adventures of two children. They have been asked by the Alcohols, who live in a far away land, to deliver messages about alcohol to adult humans. The narrative is designed as a stimulus for the commencement of the unit of work and links to the teaching and learning activities for Stages 2 and 3. 4

7 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 7 Section 1: Background information This section will enable teachers to provide accurate and up-to-date information and better answer students questions about alcohol. What is alcohol? The alcohol in alcoholic beverages is ethanol. Beer, wine and spirits all contain ethanol that has been produced using fermentation. Spirits contain alcohol that is further concentrated by distillation. Fermentation is the process in which yeast breaks down sugar into alcohol and carbon dioxide. Distillation relies on ethanol having a lower boiling point than water. When the fermented drink is heated the ethanol vaporises and the water is left behind. The ethanol gas is cooled and condenses into a strong concentration of ethanol liquid. Pure alcohol is a colourless liquid and has no taste. Alcoholic drinks vary in appearance and taste due to the other ingredients added to them and as a result of their method of manufacture. Current research Alcohol is second only to tobacco as the largest contributor to drug related health harms in Australia. The main causes of alcohol related deaths are cancer, cirrhosis of the liver and road trauma. Among people aged 15 to 34 years, alcohol is responsible for the majority of drug related deaths and hospitalisations. Alcohol misuse also contributes to numerous social issues including homelessness, domestic violence, child neglect and abuse, crime, including assault, and anti social behaviour. For many individuals and groups, consuming alcohol is a pleasurable and sociable experience, and there may be positive benefits associated with alcohol use. Evidence suggests that, for people from middle age onwards, drinking alcohol at low risk levels is clearly associated with reduced risk of coronary heart disease and possibly also with a reduced risk of ischaemic stroke (National Expert Advisory Committee on Alcohol 2001a). Many Australians view alcohol use as normal, sociable and expected. Alcohol use is often associated with mateship and as a rite of passage to being an adult. While mateship is positive, some boys have a narrow understanding about masculinity which adversely impacts upon their view of mateship, and which may promote behaviour such as excessive alcohol consumption. Some groups in Australia have a culturally different history and different attitude to alcohol use. Patterns of alcohol use amongst first generation migrant groups often reflects the attitudes of their homeland rather than those of contemporary Australia. For example, some religious groups abstain from alcohol. Compared with thirty years ago, alcohol is now more widely available. In many areas, clubs and hotels are a primary source of entertainment and often a central meeting place for communities. BACKGROUND INFORMATION 5

8 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 8 BACKGROUND INFORMATION Physiological effects of alcohol on young people Drug misuse during adolescence is of particular concern as this is a time of cognitive and emotional development. Research (White A. M. 2003) indicates that brain development continues into early adulthood. Brain functions such as self-control, judgement and emotions undergo the greatest changes during adolescence and are shaped by experience. Decisions made by adolescents, such as excessive consumption of alcohol, may influence their consequent brain development. While the overall size of the brain increases little beyond early childhood, important structural and functional changes take place as one progresses from childhood to adulthood. Recent evidence suggests that alcohol affects adolescents differently from adults because of the changes in brain function that occur during adolescence. It also appears that adolescents might be particularly vulnerable to the long lasting effects of alcohol use. Laboratory results involving rats suggest that alcohol exposure during adolescence makes them more sensitive to alcohol induced memory impairments later in life. In humans, cognitive impairments have been detected in adolescent alcohol abusers some weeks after they had stopped drinking. The causes of these changes are unclear, but may result in brain damage and/or alterations in normal brain development. Australian secondary school students use of alcohol in 2005 Report How many young people drink alcohol? Among 12 to 15-year-olds, drinking prevalence declined during the 1980s and then increased during the 1990s. In 2002, it continued to increase and was almost at the levels reached in There has been a small increase in the proportion of 12 to 15-year-olds drinking at harmful levels since In 2005, 86 per cent of students aged 12 to 17 years had some experience with alcohol. For both males and females, drinking experience increased rapidly with age. The proportion of current drinkers (those who had consumed alcohol in the week prior to the survey) increased from 12 per cent of males and 7 per cent of females at age 12 to 52 per cent of males and 46 per cent of females at age 17. Less than half a per cent of 12-year-old males consumed seven or more drinks on one occasion in the past week, and less than half a per cent of 12-year-old females consumed five or more drinks on one occasion in the past week. 6

9 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 9 Figure 1. Percentage of students according to age and sex who had consumed alcohol in the past year. Percentage Consumed alcohol in the past year Years of age Male Female Total BACKGROUND INFORMATION Adapted from White, V. and Hayman, J. (2005) Australian secondary school students use of alcohol in 2005 Report, The Cancer Council of Victoria. Figure 2. Percentage of students according to age and sex who had consumed alcohol in the past month. Consumed alcohol in the past month Percentage Years of age Male Female Total Adapted from White, V. and Hayman, J. (2005) Australian secondary school students use of alcohol in 2005 Report, The Cancer Council of Victoria. 7

10 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 10 BACKGROUND INFORMATION Figure 3. Percentage of students according to age and sex who had consumed alcohol in the past week prior to the survey. Percentage Consumed alcohol in the past week (current drinkers) Years of age Male Female Total Adapted from White, V. and Hayman, J. (2005) Australian secondary school students use of alcohol in 2005 Report, The Cancer Council of Victoria. What type of alcoholic drinks do young people consume? The preferred alcoholic drink for males and females, aged 12 to 17 years, was a type of spirit (for example, vodka, scotch, rum). In total, 35 per cent of young people drank spirits, with 29 per cent drinking premixed spirits and 34 per cent consuming spirits that are not premixed. Females were more likely to consume premixed spirits while males consumed spirits that were not premixed. Across all age groups and across both sexes, the next most commonly consumed alcoholic drink was beer (21 per cent), followed by wine (5 per cent). Where do young people prefer to drink? The most common places for drinking alcohol for 12 to 17-year-old males and females who drank in the previous week were: at home (30%) at parties (33%) at a friend s home (15%) in a public place like the beach or a park (5%). Where do young people get access to alcohol? Students aged 12 to 15 years indicated that their last alcoholic drink was: from their parents (39%) from friends (20%) bought for them by someone else (16%) from siblings (9%) taken from home (6%). 8

11 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 11 Young people drank more when outside the family home and when in the presence of peers. A full copy of Australian secondary school students use of alcohol in 2005 Report is available at Effects of alcohol on the body Alcohol slows down the activity in the brain and the nervous system. Alcohol does not need to be digested in the stomach. It passes straight into the bloodstream. Alcohol is absorbed directly into the bloodstream through the walls of the stomach and small intestine. It is then quickly distributed to all parts of the body, including the brain. The liver is the main organ of the body responsible for removing alcohol from the bloodstream. BACKGROUND INFORMATION The short term effects of using alcohol may include: relaxation reduced concentration lack of coordination and slower reflexes loss of inhibitions and increased confidence flushed appearance blurred vision slurred speech intense moods, e.g. aggression, elation, depression headache sleepiness nausea and vomiting at high doses coma and death. The long term effects of alcohol use may include: dependence (alcoholism) damage to the heart, stomach and brain damage to the liver cirrhosis, hepatitis and cancer sexual impotence and a reduction in fertility concentration and short term memory problems depression family and relationship problems poor work performance legal and financial problems. 9

12 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 12 BACKGROUND INFORMATION What is binge drinking? Binge drinking (drinking to get drunk) is drinking heavily over a short period of time, or drinking continuously over a number of days or weeks. A person who binge drinks may usually have restrained drinking habits, but may frequently overindulge to an extreme level. Binge drinking can lead to alcohol poisoning. Binge drinking is most common among 14 to 24-year-olds. Some common names for binge drinking, or of a binge drinker, are: getting smashed drinking to get drunk a 'bender' occasional bouts of heavy drinking by young and/or non-dependent people intermittent, or irregular, episodes of excessive drinking a person who is normally restrained in their drinking habits but who, at frequent intervals, overindulges to a marked degree. Binge drinking can be immediately and directly harmful to the drinker s and others health, e.g. risky behaviour or assault can expose the drinker and others to risk of injury, or even death (short term harms). Research indicates that binge drinking can also have long lasting effects on a drinker s health and wellbeing (long term harms). How does alcohol affect different people? Size and weight: Smaller, lighter people are more quickly affected because the alcohol is concentrated in a smaller body. Heavier, taller people will be less affected by the same amount of alcohol as they have more blood and water in their bodies in which to dilute the alcohol. Sex: Women, because of their size, body type, and the way their bodies metabolise alcohol, are more quickly affected by alcohol than men are, and more vulnerable to both the acute and chronic effects of alcohol misuse. Age: Younger people react differently from adults to alcohol. With less alcohol than it takes for an adult, a child may develop low blood sugar (hypoglycemia), breathing difficulties, fits or go into a coma. How quickly a person drinks: It takes the liver approximately one hour to metabolise the alcohol in one standard drink (10 grams). This varies for males and females. Experience: If a person drinks regularly they can become more used to the effects of drinking, but the damage done to the body is the same. Mood: Alcohol can intensify a person s mood. For example, if a person is feeling angry, drinking could make them aggressive. Other drugs: Mixing alcohol and some medications and other drugs can be very risky. It can stop medications from working the way they were designed to. The effects differ depending on what the person is taking. Type of alcoholic drink consumed: Carbonated alcoholic drinks (for example, Breezers) get into a person s blood stream more quickly than non-carbonated drinks. 10

13 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 13 Fetal Alcohol Syndrome (FAS) Alcohol is capable of producing birth defects in the developing embryo and fetus. It can affect physical growth and brain development throughout the whole pregnancy. What is Fetal Alcohol Syndrome? Fetal Alcohol Syndrome is a group of birth defects caused by heavy alcohol use during pregnancy. Babies diagnosed with FAS are usually smaller than expected at birth and have unusual facial features including small eye-openings, small faces, jaws and upper lips. Some may have heart defects, minor joint and limb abnormalities and can have significant developmental delay and behaviour problems. Diagnosis is generally made on infants and young children, as the features of FAS are not always obvious prior to two years of age or during adolescence. Alcohol related effects Not all babies exposed to alcohol before birth are affected by FAS, or affected to the same degree, but they may be born with Fetal Alcohol Effects (FAE) such as significant developmental delay and behaviour problems. These can include reduced attention span, irritability, distractibility, and problems with memory, thinking and learning. BACKGROUND INFORMATION The term Fetal Alcohol Effects was developed to describe the wide range of alcohol effects on the developing embryo and fetus in the absence of full FAS (Rosett 1980). The fetus is more vulnerable to alcohol in the early weeks of pregnancy, with the highest risk being between two and eight weeks. Exposure to alcohol intake does not always result in FAS/FAE. In fact, these anomalies appear to depend on other factors including: timing of alcohol intake and the stage of fetal development pattern and quantity of alcohol consumption (dose and frequency) use of other drugs socio-behavioural risk factors such as maternal age and/or duration of drinking, socio-economic status, race, genetic differences, polydrug use. (National Fetal Alcohol Syndrome Workshop 2002). How does alcohol affect the fetus? The exact way that alcohol causes damage to the fetus has not been determined. Alcohol is thought to affect fetal and cell growth through malnutrition by inhibiting the uptake of nutrients from the gastrointestinal tract. Alcohol has a small molecular size which allows it to freely cross over to the fetus through the placenta allowing nearly equal concentrations in both the mother and fetus. What level of alcohol is safe for the fetus? Research has not been able to determine the exact amount of alcohol that is "safe" for the development of the fetus. However it does support an association between excessive consumption of alcohol by women who are pregnant and FAS. Women who drink heavily during their pregnancy are much more likely to have babies who are affected by FAS. There is no clear evidence of FAS risk if a pregnant woman engages in low risk drinking. Protecting babies from FAS Research has shown that knowledge and awareness in the community is necessary. Accurate information must be provided with a focus on prevention strategies. No alcohol during pregnancy is the best protection for babies. 11

14 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 14 BACKGROUND INFORMATION Alcohol products and labelling What are other names for alcohol? These include: drink, grog, piss, booze, liquor, sauce, cans, tinnies and stubbies. Alcohol comes in many different types of containers (bottles, cans, glassware, casks, kegs, barrels). The colour of alcoholic drinks can vary greatly which can sometimes lead to confusion with non-alcoholic drinks. How strong is alcohol? Different alcoholic drinks have different strengths. For example, a middy of beer has a lot less alcohol than a middy of vodka. All alcoholic drinks contain a substance called ethanol (pure alcohol). The strength of an alcoholic drink depends on the amount or percentage of ethanol it contains. By law, alcoholic drink containers must be labelled to show how much alcohol they contain. This is known as the percentage of alcohol by volume. The higher the percentage, the stronger the drink. What is a standard drink? A standard drink is a unit of measurement. In the same way one metre measures a particular distance travelled, one standard drink measures a particular amount of alcohol consumed. A standard drink is any drink containing 10 grams of alcohol. One standard drink always contains the same amount of alcohol regardless of container size or alcohol type (for example, beer, wine or spirit). What is the standard drink used for? Instead of counting glasses or containers, drinkers should count standard drinks as a way of keeping track of how much alcohol they consume. Counting standard drinks is a much more reliable measure of how much alcohol is consumed compared to counting glasses, bottles, or cans which is misleading because they can contain more than one standard drink. The number of standard drinks in alcohol beverages is always shown on the label of the container. The consumption limits in the Australian Alcohol Guidelines are based on the standard drink concept. ( Labelling Alcohol products often have different labels (size of label and colours). The labels are required to be: in English distinctly legible and visible. In addition, all labels must contain the following information: percentage of alcohol volume of alcohol/liquid in the container number of standard drinks within the container contents/ingredients expiry date (on beer) where it was made. 12

15 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 15 Types of alcoholic drinks beer regular beer (full strength beer) light beer wine cider coolers sparking wine mixed drinks also known as RTDs (ready to drink) are drinks that combine a fruit juice or soft drink with a spirit such as vodka, rum or bourbon. spirits e.g. brandy, rum, whisky, vodka, tequila, gin, bourbon liqueurs sherry port. Beer Beer is fermented barley with hops and water added. There are a number of varieties such as lager, draught and bitter. Regular beer is also known as standard or full strength beer and has about 5 per cent alcohol/volume. Light beer is beer that is produced with a lower than regular alcohol level. Light beer has between 2.5 per cent to 3.5 per cent alcohol/volume. Beer is sold in cans, bottles (plastic or glass) and kegs. An average sized can of full strength beer (375 ml) contains 1.5 standard drinks. Wine Wine is made from fermented grapes. The colour of the grape usually dictates the colour of the wine. Wine can also be made from fruits. The standard wine bottle contains 750 ml with 12 per cent to 14 per cent alcohol/volume which is 7.4 standard drinks. Casks usually contain 4 or 5 litres. Cider Cider is made from fermented apple juice. Cider is sold in bottles and cans and usually has 4 per cent to 5 per cent alcohol/volume. Coolers Coolers are made from blending wine and fruit juices. The alcohol content is lower than wine ranging from 4 per cent to 5 per cent alcohol/volume. They are usually sold in small bottles (250mL 340mL) and casks. Sparkling wine Sparkling wine is produced from fermented grapes and is aerated through a variety of processes. A standard sparkling wine bottle holds 750mL but larger and smaller bottles are also available (150mL to 1 litre). The alcohol content of most sparkling wine is 11.5 per cent alcohol/volume. A 750 ml bottle contains 7.4 standard drinks. Sherry and port Sherry and port are fortified wines that are produced by adding extra amounts of alcohol. Alcohol strengths range from 18 per cent to 20 per cent alcohol/volume. They are usually sold in 750mL bottles, 2 litre bottles (flagons) and casks. BACKGROUND INFORMATION 13

16 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 16 BACKGROUND INFORMATION Premixed drinks Premixed drinks are made by combining a spirit, for example, rum or vodka, with soft drink, fruit juice or energy drink. They are sold in 250mL to 375mL cans or bottles as a premixed drink and contain approximately 1.5 to almost 3 standard drinks. Alcohol strength ranges from 4.8 per cent to 9 per cent alcohol/volume. Spirits Spirits are distilled from fermented sources such as grains, sugar cane and potatoes. Spirits and liqueurs have the strongest alcohol strengths. The alcohol content is usually about 40 per cent alcohol/volume. Liqueurs Liqueurs are concentrated spirits that have been flavoured. Liqueurs are usually sold in glass containers ranging in size from 350mL to 700mL with a minimum alcohol content of 15 per cent alcohol/volume. What are the laws about alcohol? Note: The information on alcohol and the law does not constitute legal advice and should not be relied upon as such. The information is correct at the time of publication. People wanting formal, legal advice should consult a solicitor. Alcohol can legally be sold to people 18 years of age or older. Retailers are prohibited from selling alcohol to persons under the age of 18 years. Proof of age is required if a person s age is in doubt. Identification types are the same as required for purchasing tobacco products. Documents that may be accepted in NSW to prove a person s age are a current driver s or rider s licence, Proof of Age Card, NSW Photo Card or passport. Other documents may also be accepted at a venue s discretion. The document must be valid and include a photo of the person and date of birth to prove they are 18 years or older. Using false identification carries a maximum penalty of $1,100. A retailer should refuse to make a sale if unsure of any aspect of validity on the identification. Exemptions (through the Licensing Court) for minors to be present in specific areas of licensed premises for pre-organised events can be obtained. Events may include weddings, sporting functions and alcohol-free entertainment. 14

17 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 17 Drinking and driving Throughout Australia, it is an offence to drive with a blood alcohol concentration (BAC) of 0.05 or above. For Learner and Probationary drivers the legal limit is zero (0.00). Blood alcohol concentration (BAC) is a measure of the amount of alcohol in a person s body. It is measured in grams of alcohol per 100 millilitres of blood. A measurement of 0.05 indicates the body contains 50 milligrams of alcohol per 100 millilitres of blood. As soon as a person begins drinking, the BAC begins to rise and can take 30 minutes to two hours after the last drink to reach its highest concentration. Therefore, if a person has not had a drink for an hour or more their BAC may still be rising, depending on how many standard drinks they consumed. Supply of alcohol to minors It is illegal to sell and supply alcohol to people under the age of 18 years. The law applies anywhere and at all times, including homes, halls and public places. The law also makes it illegal for minors to drink alcohol in licensed venues and unlicensed restaurants. However, there is a defence to a prosecution if it is established that the minor's parent or guardian supplied the alcohol, or consented to the supply, except if the supply takes place on licensed premises. Minors who drink alcohol on licensed premises can be fined up to $1,100. Additionally, if a minor possesses or drinks alcohol in a public place, he or she can be fined up to $20. The remote sale of alcohol is when alcohol is purchased by telephone, fax, mail order or the internet. If alcohol is delivered to a minor then the person making the delivery is committing an offence. BACKGROUND INFORMATION 15

18 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 18 ALCOHOL EDUCATION IN PRIMARY SCHOOLS Section 2: Alcohol education in primary schools Teaching alcohol education in primary schools Alcohol education in primary schools needs to go beyond simply providing information about the drug and its effects. It needs to be integrated into the school curriculum and delivered by someone the students know and trust, ideally the classroom teacher, and not given as a one-off presentation. Research has found drug education programs are more likely to be effective if they: provide up-to-date and accurate information on drugs to enhance knowledge provide opportunities for young people to analyse media and social influences on drug use provide opportunities to practise interpersonal skills such as refusals and assertiveness involve teaching intrapersonal skills, such as decision making, problem solving or goal setting enhance social skills, such as using non-verbal cues, conversational skills or complimenting others use interactive teaching and learning strategies which encourage students to discuss and share ideas with each other involve parents and the community. What works What doesn t work Knowledge Attitudes about drug use Interpersonal skills Intrapersonal skills Short term effects Long term health consequences Feedback from surveys of drug use Analysis of media and social influences that promote pro-drug attitudes Drug refusal skills Assertiveness skills Communication skills Safety skills Coping skills Stress reduction techniques Goal setting Decision making Problem solving Omission of short term consequences Omission of perceptions of peer drug use Omission of media influences Approaches which focus mainly on ethical or moral decision making and values teaching Omission of interpersonal skills, especially drug refusal skills Solely intrapersonal focus Solely self esteem building exercises 16

19 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 19 Delivery of lessons What works Everyone actively involved Participation between peers Student-generated role plays Supportive comments from peers Rehearsal of drug refusal skills Sufficient practice time of refusal skills Peer modelling of appropriate behaviour Developmentally appropriate activities to promote bonding between younger adolescents. What doesn t work Passive participation Lectures Teacher centred class discussion Unstructured dialogue sessions Effective classroom management techniques without an accompanying drug education program. Adapted from Midford, R., Lenton, S. and Hancock, L A critical review and analysis: Cannabis education in schools, NSW Department of Education and Training. Principles for school drug education Principles for school drug education were developed to provide a framework of core concepts and values to support effective drug education practice within schools. A complete copy of the Principles is available at: education/principles.htm. Developing interpersonal and intrapersonal skills through drug education The development of interpersonal and intrapersonal skills is important to the effectiveness of alcohol and other drug education programs. The activities contained within this resource provide opportunities for students to consider attitudes and values, as well as enhance communication, assertiveness and decision making skills. Communication Effective communication is necessary between children, parents and teachers if sensitive issues, such as drugs, are to be discussed in an honest and nonthreatening way. A classroom environment involving acceptance, support and trust will promote the development of effective communication. In a positive and caring environment students can practise and develop communication skills through role play, discussion, partner and group activities. Assertiveness Assertiveness is a form of communication where individuals express their own thoughts, feelings and beliefs. Assertive behaviour involves acting in your own best interest and standing up for yourself without denying the rights of others. Assertiveness skills are vital in resisting any pressures to use drugs. ALCOHOL EDUCATION IN PRIMARY SCHOOLS 17

20 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 20 ALCOHOL EDUCATION IN PRIMARY SCHOOLS Decision making Many children make rushed decisions before considering their options and all possible outcomes or consequences. Children need to be provided with the opportunity to learn and practise decision making skills in order to help them make informed decisions about drug related situations. A decision making model should be provided that allows for a range of options to be considered before a final decision is made. Possible consequences of each option need to be considered and discussed. Dealing with sensitive and controversial issues Teaching about drugs may be considered sensitive and controversial. Opportunities should be provided for children to discuss and reflect on drug related issues in a non threatening environment. In any effective classroom environment, setting ground rules is important. Agreeing upon ground rules enables both the students and the teacher to have a clear understanding of what behaviour is acceptable and expected. Below is an example of a set of ground rules: Respect a person s right to privacy by not using their name when talking about experiences. The same discussion can occur without breaching anyone s right to privacy by using third person e.g. I know someone who... or A person I know... Respect other people s opinions. Listen to the ideas of others without putting them down or harassing them. Everyone has the right to private beliefs and the purpose of discussion is often to listen to a range of values and attitudes expressed and to reflect on personal values, attitudes and behaviours People have the right not to offer an opinion if they do not wish to Each individual is responsible for his or her own behaviour. When discussing drug use there is a possibility of students revealing sensitive information concerning their own or other people s drug use. Teachers are reminded of their duty of care regarding students wellbeing. Teachers must take reasonable care to protect children against risks of harm. Where there are reasonable grounds to suspect abuse or neglect, teachers should inform the principal. Students may sometimes reveal personal and private details when discussing drug use. To minimise disclosures that may increase the vulnerability of a student and upset others, make it clear that students should avoid revealing personal information, which may include drug use, in the group setting. The technique of positive interrupting may be used to stop students from saying something they may regret later. Interrupt students before they disclose and inform them that they can talk privately after class if they wish. This should be carried out in a supportive and positive way by indicating you have heard the student but it would be better if the issue was discussed at a later time. Handling personal questions about drug use When teaching about issues relating to drug use, teachers are sometimes asked personal questions about their own drug use experiences. Students do not have the right to ask such personal questions and teachers do not have the right to ask similar questions of students. Setting clear ground rules concerning this issue at the beginning of the unit of work is the best strategy, while encouraging a mutual respect for individual privacy. 18

21 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 21 Section 3: Parent information Some schools may like to conduct a parent information meeting prior to implementing lessons about alcohol. A sample invitation letter to parents is included (page 26). This letter can be modified or translated to suit any special requirements and placed on school letterhead. Why hold a parent information meeting? Parents can be a strong positive influence on their children. Parents attitudes and behaviours around drug use, including medications, tobacco and alcohol, have an influence on the decisions children make about drugs. Parents and schools can work together to provide children with the knowledge and skills to help them adopt a healthy lifestyle free of the harms associated with drug misuse. There is evidence that programs that involve parents and children together appear to be more effective than those that do not. Parent and community awareness and support for the school s approach to teaching drug education is an important component and should be encouraged. Parents of primary school children are more likely to be involved in school activities than parents of older children. Parent involvement can lead to wider community support for school based programs, including drug education. Partnerships between schools and parents can foster awareness of parent responsibilities as role models for their children. Some parents may have concerns about providing information about alcohol to primary school children. Alcohol education at school ensures students: receive accurate information practise skills that help keep themselves and others safe in situations where alcohol may be consumed. Parents may be more inclined to discuss alcohol issues with their children if they have an understanding of the context of the lessons provided at school. Communication between parents and their children on drug related issues may complement the classroom lessons. A parent information meeting can enable parents to become more aware of the effects and potential harms of alcohol. Latest statistics on adolescent alcohol use can provide a basis for explaining the need for alcohol education in primary school. Discussions with parents/caregivers regarding the purpose of the lessons may help to identify particular sensitivities and assist in addressing them. In relation to issues concerning language backgrounds other than English, and Aboriginal and Torres Strait Islander communities, teachers may seek assistance from community liaison officers or Aboriginal community liaison officers when implementing this resource in the school. PARENT INFORMATION Outcomes of the parent information meeting At the end of the session parents will: have a better understanding of alcohol and the reasons for alcohol education be aware of what their children will learn in the alcohol education lessons have participated in samples of lessons from the program be aware of places where further information about alcohol can be located. 19

22 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 22 PARENT INFORMATION Information for parents Many children try alcohol during late primary school and high school years, long before it is legal for them to obtain it. Some research has shown that more than 86 per cent of students aged 12 to 17 reported they have consumed alcohol. Alcohol use can have harmful consequences for developing babies, children and young people. Alcohol is capable of producing birth defects in the developing fetus. The consequences of drinking alcohol during pregnancy can include: dysfunction of central nervous system reduced birth weight premature births still births Fetal Alcohol Syndrome (FAS). In late childhood and adolescence the brain goes through dynamic changes and alcohol can seriously damage short term and long term growth processes. Frontal lobe development and the refinement of pathways and connections in the brain continue to develop until age 16. The brain is not fully developed until around the age of 20 to 23 years. Damage from alcohol can be long term and irreversible. Short term use of alcohol has been found to cause problems in learning and memory far more in children than in adults. Children and adolescents need less alcohol to suffer the same harmful effects. Research indicates that the earlier a child or adolescent begins using alcohol the higher the risk of them developing a problem with alcohol. To help prevent alcohol use by children, it is a good idea to begin discussing alcohol with children at an early age and to continue openly communicating about it as children grow up. Talking to your child about alcohol Parent involvement is seen as fundamental to drug education because parents are key partners in supporting and reinforcing student learning at home and in addressing any drug issues that might arise for their children. It is important to provide an environment at home that allows and encourages children to ask questions. Parents need to talk honestly about alcohol issues with their children and listen carefully to what their children have to say. The later primary school years are a time when parents can influence their childrens' attitudes about alcohol use and openly discuss the facts concerning alcohol. Children can be heavily influenced by their friends and their interests may be determined by what their friends think. Parents can teach their children how to say "no" and stress the importance of thinking and acting responsibly as an individual. There are various approaches parents can use to protect their children from using alcohol: Being good role models by considering how their use of alcohol may influence their children. Educating themselves about alcohol so they can be better teachers to their children by reading and collecting information to share with their children and other parents. Teaching their children to manage stress in healthy ways, such as by seeking help from a trusted adult or engaging in a favourite activity. 20

23 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 23 The following suggested websites provide information such as facts about alcohol, information for parents and links to other websites. Parents and the Community Provides information for parents and the community about what is taught in drug education in NSW government schools. Introduction to drugs and their effects Answers some common questions about drugs including information about how drugs are classified, how they affect a person and problems they can cause. Common questions parents ask about drugs Aims to clarify common questions asked by parents relating to drugs. The NSW Office of Drug and Alcohol Policy Provides information on drugs, programs and NSW government initiatives. There is also a range of local and international sites. Drug Your Local Library Provides information about drug information books and resources available at local libraries and on the internet. PARENT INFORMATION It is equally important to be able to talk openly with your child and to know where to go to get help if you are worried about them. If you want to talk to someone about a specific alcohol or drug problem, contact: Alcohol and Drug Information Service (ADIS) ADIS is a service for parents of children and young people with drug and alcohol issues. Telephone: for people living in Sydney for country callers (24 hours, 7 days) Family Drug Support FDS provides telephone support to families with complex drug issues. Telephone: (9:30am to 4:00pm, Monday to Friday) Parent Line Parent Line is a telephone help line for all parents of children 0 to 18 years of age living in NSW. Telephone: (9:00am to 4:30pm, Monday to Saturday) Aboriginal Medical Service Ask the Aboriginal education assistant where available or a person responsible for Aboriginal education at your child s school for details. Drug and Alcohol Multicultural Education Centre (DAMEC) Assists and supports alcohol, tobacco and other drug service providers for culturally and linguistically diverse clients. Telephone:

24 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 24 PARENT INFORMATION Parent session outline Resource Principal or facilitator Task Welcome and introduction. Introduce yourself and welcome those who have come to the meeting. Slide 1 Show Slide 1: Meeting outline. Explain the purpose of the meeting: In this meeting you will receive information about alcohol education activities for students in Years 3 to 6. There are many influences on children when it comes to attitudes and behaviours relating to drug use. These include parents, teachers, peers, the media and the community in which they live. Parents can be a strong positive influence on their children. Parents attitudes and behaviours around drug use, including medications, tobacco and alcohol have an influence on the decisions their children make about drugs. It is important for parents and schools to work together to provide children with the knowledge and skills to help them maintain a healthy lifestyle free from the harms associated with drug use. Slides 2 and 3 Alcohol quiz Show slides 2 and 3: How much do you know about alcohol? Provide the correct answers and explanations, and discuss where necessary. Explain that the quiz has focused on the information that is given to primary school students and that their children will learn more in high school. Slide 4 Show Slide 4: Why teach about alcohol to students in Years 3 to 6? Explain: Research indicates that prevention programs are more effective when they are introduced before most young people need to make decisions about particular drug use. With alcohol, this is during primary school and should continue through secondary school. Students need to know of the potential harms associated with alcohol use before they are faced with the decision to use or not. 22

25 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 25 Resource Slide 5 Task Show Slide 5: Australian secondary school students' use of alcohol in 2005 Report Substances ever used and used in the past month. Explain: Every three years a survey, across Australia, about alcohol and other drug use, is conducted with high school students aged 12 to 17 years. These results from the 2005 survey show that, other than analgesics, alcohol is the drug most often used by young people of high school age. It is for this reason that there is a focus on alcohol in school drug education. These results also support the need to begin teaching alcohol education in primary school. PARENT INFORMATION Slide 6 Slide 7 Show Slide 6: Australian secondary school students use of alcohol in 2005 Report Percentage of students who have consumed alcohol in the past week according to age and sex. Explain: This survey shows that experience with alcohol is high amongst secondary students and that it becomes more common with increasing age. Show Slide 7: What will the students learn in the alcohol education activities? Drug education is taught as part of the Personal Development, Health and Physical Education (PDHPE) curriculum. In these activities students will learn: alcohol is a drug alcohol can be harmful effects and consequences of alcohol how beverages, including alcohol, are labelled how the media can influence alcohol use alternatives to using alcohol. Students will also practise decision making and problem solving skills. About the resource The resource consists of activities for Stage 2 and Stage 3 students, based on a book written by Margaret Clark, a renowned children s author. As the children practise and develop their literacy skills, they will learn about alcohol. The book tells the story of Troy and Tess who find a bottle, with a note inside, that has been washed up on the beach. They take the bottle to their Pop who helps them to open the bottle and decipher the note. The message has come from a far away land where the Alcohols live. The activities use the story as a means of making alcohol education interesting to children and also to ensure they develop important literacy skills. 23

26 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 26 PARENT INFORMATION Resource Slide 7 continued Task Sample activities Explain: The following is a sample activity from the resource. It is part of an activity for Stage 3 students. The activity will help students analyse how advertising can influence behaviour and draws on the narrative, Message in a Bottle. The narrative allows students to look at the influence of media and how products are advertised. In the story, Claretta uses a message in a bottle to warn about the harms of alcohol. Students, with their knowledge about modern means of communication, are asked to develop an advertisement to help warn people of the harms of alcohol. Slide 8 Stage 3, Activity 3: Media and advertisements Design an advertisement to help Claretta warn humans of the harms of alcohol. The advertisement may be: a magazine advertisement a television advertisement a radio advertisement song, poster, sticker other. Ask parents to work in pairs and plan an advertisement. Ask if any parents would like to share their ideas. Discuss: what they as parents would expect children to include/produce what they would expect children to learn from this activity. How can parents play a role? Explain: As parents, you are your children's first teacher and you will continue to have a significant influence on their attitudes as they grow and mature. Encouraging open discussion about alcohol and other drugs may help in delaying or preventing experimentation with drugs. Discussing what your child has learned in drug education lessons provides you with opportunities to explain your views and attitudes about alcohol and other drugs, and to reinforce important safety messages. Show Slide 8: How can parents play a role? Be a positive role model. If you drink alcohol, do so within safe and sensible limits and be prepared to discuss this honestly with your children. Be part of their lives. Take an interest in what they like doing and get to know their friends and their friends' parents. 24

27 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 27 Resource Task Slide 8 continued Be honest about your feelings. If you are honest with your children it will be easier for them to be honest with you. Be informed. Children are more likely to talk to you if they see you as a credible source of information. Don t pretend to know everything. If you don t know the answer to your children's questions offer to find the answers or find the answers together. Be a good listener. React in ways that encourage discussion, e.g. don t over react. Listen to them and they are more likely to listen to you. Focus on the positives. Reward good behaviour and emphasise the things they do well. Remain calm. Emotional responses can shut down communication. Allow children to participate in making the rules. Discuss what sort of behaviour is acceptable and what is not. Ensure that children understand the consequences of breaking rules. Be consistent in enforcing the rules. PARENT INFORMATION Schools need the support of parents to assist in preventing or delaying alcohol and other drug use by our young people. Encourage parents to take every opportunity to talk with their children about drug related issues. More information about drug education in NSW government schools is available at /yrk12focusareas/druged/community.php Further information about alcohol You may like to provide copies of the information on page 21 which includes a list of agencies and websites where further information about alcohol can be obtained. Have local and other information sources available as an overhead or slide, or point out the agencies and contacts listed on the back of each booklet. Note: Fact sheets in different languages can be downloaded from documents/alcohol_celebra.htm Conclusion Allow time for parents to ask questions. If an answer to a question cannot be provided immediately, explain that the answer will be found and provided as soon as possible. 25

28 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 28 PARENT INFORMATION Sample letter to parents Alcohol education lessons for Stage 2 and 3 students Alcohol is one of the most widely used drugs in Australia. Research shows that education about alcohol should begin before children need to make choices about its use. The NSW Department of Education and Training has developed a series of activities for students in Years 3 to 6 about the possible harms associated with the use of alcohol. These activities are to be included as part of an integrated unit of work for the Personal Development, Health and Physical Education (PDHPE) and English program. A parent meeting will be held to provide information about: alcohol the reasons for teaching about alcohol the activities for Stage 2 and 3 students. Date: Time: Location: Any questions and concerns you have about the alcohol education activities will be discussed at this meeting. Please complete the section below and return it to your child s teacher, Principal I/we will be attending the parent meeting for alcohol education on (Insert date) Name: Name: Name: 26

29 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 29 Slide 1 Meeting outline Introduction Alcohol quiz Why teach about alcohol to students in Years 3 to 6? What will students learn in the alcohol education activities? How can parents play a role? PARENT INFORMATION 1 27

30 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 30 PARENT INFORMATION Slide 2 How much do you know about alcohol? Alcohol quiz true or false 1. Alcohol is a drug. 2. Alcohol is a stimulant. 3. The same amount of alcohol will affect people in the same way. 4. Alcohol reduces a person s ability to make good decisions. 5. More deaths are caused by alcohol and tobacco than all other drugs combined. 2 28

31 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 31 Slide 3 Alcohol quiz true or false 6. Alcohol can interfere with a person s memory. PARENT INFORMATION 7. Different kinds of alcoholic drinks contain different amounts of alcohol. 8. Most Australians drink alcohol. 9. All drinks that contain alcohol must include the alcohol content on the label. 3 29

32 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 32 PARENT INFORMATION Slide 4 Why teach about alcohol to students in Years 3 to 6? 4 30

33 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 33 Slide 5 Australian secondary school students' use of substances in 2005 Comparison of substances ever used and used in the past month PARENT INFORMATION Substances ever used and used in the past month by secondary students aged 12 to 17 years 5 31

34 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 34 PARENT INFORMATION Slide 6 Australian secondary school students' use of alcohol in 2005 Percentage of secondary students who have consumed alcohol in the past week according to age and sex Drank on one occasion in past week (males 7+ drinks, females 5+ drinks) 6 32

35 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 35 Slide 7 What will students learn in the alcohol education activities? PARENT INFORMATION Alcohol is a drug Alcohol can be harmful The effects and consequences of alcohol How alcohol is labelled How the media influences alcohol use Decision making and problem solving skills Alternatives to using alcohol 7 33

36 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 36 PARENT INFORMATION Slide 8 How can parents play a role? Be a positive role model Be part of their lives Be honest about your feelings Be informed Be a good listener Focus on the positives Remain calm Allow children to participate in making the rules 8 34

37 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 37 Section 4: Teaching and learning activities for Stage 2 Syllabus links for Stage 2 The teaching and learning activities, pages 35 to 54, provide opportunities for students to work towards achieving the Stage 2 outcomes from the NSW Board of Studies Personal Development, Health and Physical Education K-6 Syllabus and English K-6 Syllabus. Sample indicators accompany each outcome. PDHPE outcomes Outcomes Knowledge and Understanding (PHS2.12) Discusses the factors influencing personal health choices. (SLS2.13) Discusses how safe practices promote personal wellbeing. Sample indicators Students will be provided with opportunities to: Identify physical effects of alcohol on the body Discuss and explain reasons why substances such as alcohol can be dangerous to the body Identify the potential hazards of substances such as alcohol Analyse alcoholic drink labels. TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Skills (PSS2.5) Uses a range of problem solving strategies. (DMS2.2) Makes decisions as an individual and as a group member. (INS2.2) Makes positive contributions in group activities. Students will be provided with opportunities to: Identify ways that alcohol can cause harm Gather accurate information about alcohol from reliable sources Participate in group discussions to list the harms relating to alcohol use. Values and Attitudes V4 Increasingly accepts responsibility for personal and community health. Students will be provided with opportunities to: Value their health and safety and that of others Value the need to pursue healthy lifestyles. 35

38 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 38 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 The following table identifies the related content for Stage 2 from the PDHPE K-6 Syllabus. Strand Personal Health Choices Safe Living Subject matter Drug Use Identifying drugs appropriate use Alcohol effects on the body Health Services and Products Health information and services Personal Safety Safe/unsafe situations 36

39 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 39 Syllabus links for Stage 2 English outcomes Outcomes TALKING AND LISTENING Learning to Talk and Listen (TS2.1) Talking and Listening Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. READING Learning to Read (RS2.5) Reading and Viewing Texts Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretations of ideas, information and events. Learning about Reading (RS2.7) Context and Text Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. Sample indicators Students will be provided with opportunities to: Listen and respond to a range of texts Listen for enjoyment and information Participate confidently in partner, small group and whole class discussion Listen for main idea and specific information. Students will be provided with opportunities to: Read and respond to a range of written and visual texts in shared, guided and independent reading activities identify elements such as main characters, setting and events in a narrative. Teachers will: Draw students attention to features of written texts Discuss how literary texts, such as narratives, are organised according to their purpose Draw students attention to how the writer has included language to convey facts, opinions and to tell a story Assist students to identify the writer's point of view. TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 WRITING Learning to Write (WS2.9) Producing Texts Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topics, audience and written language features. Students will be provided with opportunities to: Jointly and independently construct a range of texts including: information report, labels, summary notes and poems Write for a chosen audience Attempt to draft, proofread and edit their own writing. 37

40 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 40 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Outcomes Learning About Writing (WS2.13) Context and Text Discuss how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. Overview of outcomes Sample indicators Teachers will: Talk about the different purposes and audiences of texts. The following tables provide an overview of PDHPE and English outcomes addressed in each of the focus areas. Outcomes PDHPE Knowledge and understanding What s this book about? Focus area What is alcohol? You be the expert Looking at labels (PHS2.12) Discusses the factors influencing personal health choices. (SLS2.13) Discusses how safe practices promote personal wellbeing. Skills (PSS2.5) Uses a range of problem solving strategies. (DMS2.2) Makes decisions as an individual and as a group member. Values and Attitudes (V4) Increasingly accepts responsibility for personal and community health. * * * * * * * * * * * * * * * 38

41 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 41 Outcomes English TALKING AND LISTENING Learning to Talk and Listen (TS2.1) Talking and Listening Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. READING Learning to Read (RS2.5) Reading and Viewing Texts Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretations of ideas, information and events. Learning About Reading (RS2.7) Context and Text Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. What s this book about? Focus area What is alcohol? You be the expert Looking at labels * * * * * * * * * TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 WRITING Learning to Write (WS2.9) Producing Texts Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topics, audience and written language features. Learning About Writing (WS2.13) Context and Text Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. * * * * * 39

42 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 42 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 This resource supports the teaching of drug education in the Stage 2 Working together and Stage 3 Making informed choices Connected Outcomes Groups (COGs). Before commencing the activities: Read the background information about alcohol on pages 5 to 15 so that you are able to provide accurate information and answer students questions. It is important to give correct information. Where students ask questions that you cannot answer, make every effort to find the answer and pass on this information to students. Set classroom rules for discussing sensitive and controversial information. There is a possibility of students revealing sensitive information concerning their own or other people s drug use and teachers are reminded of their duty of care regarding students wellbeing. Students should be reminded of everyone s right to privacy and the use of third person if referring to drug use. The technique of positive interrupting may be used to stop students from saying something they may regret later. (For more information see page 18.) Encourage all students to contribute to group discussions. Explain to students that everyone has the right to express their opinion appropriately without put downs. When conducting brainstorm activities, all suggestions are accepted and then discussed. Note that reading is an integral part of this resource and the approaches made, whether they be shared, modelled, guided or independent, are at the discretion of the classroom teacher. In that way, individual differences and stages of development of students can be taken into account. Select activities that: provide a wide range of strategies to support and enhance students literacy and PDHPE skills suit the full range of students in the class and the contexts in which they work. Learning activities are provided to help teachers build their own lessons and learning sequences can be targeted to collect evidence of learning and assess students levels of achievement of outcomes. 40

43 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 43 FOCUS AREA 1: What s this book about? What will students learn? Potential hazards of alcohol The roles specific characters play in the story What can students do? Understand the purpose of the story, Message in a Bottle Consider events in the story from each character's point of view. Preparation/resources: Chart paper and pens Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Activity 1.1 Show students the cover of the book, Message in a Bottle, to provide a book orientation. Consider: the title the author and illustrator cover illustration intended audience. Message in a Bottle is about two children, named Tess and Troy, and how they find a bottle which contains a message describing the effects of alcohol. Their mission, given to them by the Alcohols, is to ensure that all humans are aware of the effects of alcohol. TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Small groups Read Chapters 1 and 2 to the class. To develop a shared understanding, discuss the following questions with the students: What do you think the book is going to be about? Why? What characters have been introduced in the story? Students complete the reading of the narrative. Explain to students that they are going to work in small groups to analyse or review the narrative. Provide each group with different coloured felt pens and A3 chart paper with one of the following questions written in the centre. Reading the text may involve various groupings and strategies (shared, modelled, guided or independent). Students to work in all four roles of the reader when answering the questions. Roles include: code breaker text participant text user text analyst. Four Resources Model (Freebody and Luke 1990) This activity involves the use of a graffiti board strategy. Assure students that similar responses are expected as they reinforce the main concepts. 41

44 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 44 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Organisation Suggested activities Teacher notes What was the author s purpose in writing this story? What is the significance of the title? What other title could the author use for the book? Explain. What are the messages in the book? How does the author convey the messages? Allow students time to discuss and record their ideas on the paper. (words, phrases or graphics may be used). After a short time, instruct students to stop writing and move as a group to a different A3 sheet and record responses. All groups continue this process until each group has contributed to all questions. The author is attempting to engage young people through humour and fact, and make them aware of the effects of alcohol. Tess and Troy received the important information (message) about alcohol, in a bottle. Answers might include: alcohol is a drug alcohol affects different body parts pure alcohol has no colour or taste types of alcohol include: beer, wine alcohol can be harmful when people use too much or with medications. Identify how authors and illustrators express their ideas in text and graphics (e.g. dialogue, conflict, shape, colour, characters). 42

45 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 45 Organisation Suggested activities Teacher notes Whole class Whole class Invite each small group to discuss and summarise responses written on their sheet. They may wish to categorise the responses in order to draw conclusions about the frequency of ideas and the range of opinions. Discussion What are the main messages you have selected after summarising responses? How might these messages be relevant to you? Why do you think it is important for people to be aware of the harms of alcohol? Activity 1.2 Discuss the story s content, messages, sequence of events, language and its characters. Spend time sharing class knowledge on the theme, and developing a common understanding and language for talking about alcohol. The messages raised in Message in a Bottle include: alcohol can be harmful alcohol can affect an individual as well as family, friends and others in the community media, friends and family can influence different behaviours labelling on containers is important. TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Small groups Explain to students that they are going to work in small groups to choose the main characters of the story and that they are going to create a character web. Ask each group to list/discuss what they know about each of the characters they have chosen. For example: names of characters physical features, age, where they live, clothing, hobbies, job, special talents or abilities relationships to others in the story what they learn about alcohol why each character has been established and how they add to the messages of the book any other information the reader learns about each of the characters. Groups are to decide how to record and display their information. For example, students could create a drawing of their characters and use their notes to record information around the picture of each character. They can include possible links to other characters in the story. Some quotations from the characters may be included. Alternatively Students could take on the role of one of the chosen characters and retell the story from that character s point of view. 43

46 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 46 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Organisation Suggested activities Teacher notes Whole class Have each member of the group take on the role of one of the characters in the book. Ask each group member to think of two or three questions that they would like to ask of the characters and interview each character in turn. Find out how they feel about each other and what has happened. Discussion Why do you think the author uses different characters? How do these characters add to the messages in the story? What would happen if any of these characters were not included in the story? How do the illustrations help with descriptions of the characters? List three things you learned about alcohol. 44

47 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 47 FOCUS AREA 2: What is alcohol? What will students learn? Alcohol can be harmful to the body There are different types of alcohol What can students do? Recall factual information about alcohol and understand its associated harms Organise information and choose an appropriate mode for presentation Preparation/resources: Worksheet 2.1.1, Information report Chart paper, pens Message in a Bottle booklets Organisation Suggested activities Teacher notes Pairs Activity 2.1 Explain to students that they are to work in pairs and will be given the task of presenting information about the harmful effects of alcohol to their peer group. Using Message in a Bottle as their reference, ask students: What information would you look for or include? Note: It is assumed that students have read the book, Message in a Bottle prior to the activity. Refer students to Chapters 4, 5 and 10. Give clear expectations of what information you want them to find (e.g. names of different alcohol types, effects of alcohol on the body). TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 What would be the best way of presenting the information? Why? Is a narrative such as Message in a Bottle an effective way to present this information? Why or why not? Presentations might include: a poster a letter providing information with diagrams/pictures a script for a television interview an acrostic poem a PowerPoint presentation a plasticine model of a body with a description of how it is affected by alcohol an argument to support why alcohol may cause harm a quiz roleplay/performance flow chart/diagram an information report (Worksheet 2.1.1). 45

48 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 48 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Organisation Suggested activities Teacher notes Pairs Whole class Ask students to locate and provide facts, words or phrases that have been used in the story to describe alcohol. Consider: what alcohol is how it is made effects on the body any other relevant information. Ask each group to present their information to the class. Gathered information could be recorded onto a class mind map. Discussion What information about alcohol do you remember most from the story? How do you know this information is factual? Why is it important to know about alcohol and how it affects the body? How could you communicate this information about alcohol to other people? Words or phrases might include: drug affects brain and nervous system no colour or taste beer wine does not contain proteins or vitamins harmful when people use too much. 46

49 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 49 Worksheet Title: Written by: General statement (What is alcohol?) Points of information (Various facts about alcohol). * * Information report on alcohol TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 * * Concluding statement (summary) 47

50 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 50 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 FOCUS AREA 3: You be the expert What will students learn? Alcohol can have many effects on the body What can students do? Research the effects of alcohol on the body Understand and create notes for a specific writing purpose Preparation/resources: Worksheet 3.1.1, Body outline Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Activity 3.1 From the story, Message in a Bottle, show the notes from Claretta on pages 32 to 35 and ask the students: What is the purpose of Claretta s message? What are the Alcohols worried about? Claretta says that alcohol can really affect the body. Which parts of the body can alcohol affect? Students should have read the book before commencing this activity. Alcohol effects different parts of the body, for example brain, eyes, heart, liver, stomach, pancreas, kidneys, veins, arteries, blood and muscles. Small groups Jigsaw activity Explain the research task How human body parts are affected by alcohol. Students move into home groups. Each member of the home group is given the name of a different body part and is to research how it is affected by alcohol. Place students into expert groups, so that all members of the group are researching the same body part. 48

51 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 51 Organisation Suggested activities Teacher notes Whole class Small groups Each 'expert' group locates information in Chapter 5 and Chapter 10 that is relevant to their body part. Students then use other research methods to confirm and add to information already found. In the research, students should consider: the name of the body part where it is located in the body what it looks like how the body part is affected by alcohol. Model and explain how students can scan the text to create their own points of information (notes). Expert groups prepare a brief report to take back to each of their home groups Students move back to their home group and each member reports as an expert on their body part. Body parts to be researched include: liver brain kidneys eyes. Note: It may be necessary to first review parts of the body. For facts about alcohol refer to background information, page 5. Remind students that to search for information using the internet they will need to: select a search engine (e.g. Google, Yahoo) type in key words or a key question select information summarise information and record notes. TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Whole class Small groups Model and explain how students can use their own points of information (notes) to construct sentences and how to use these sentences to create a paragraph of description. Home groups write a brief description about how alcohol affects different parts of the body and paste them onto a body outline (Worksheets 3.1.1) or pin the information onto a model of the body. Display the body outlines around the room and discuss the effects of alcohol on the different parts of the body. Note: Teachers should preview any website prior to use by students. An effective strategy is to pre-bookmark websites they want students to use. The notes will help home groups to complete a body outline describing the effects of alcohol. 49

52 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 52 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Organisation Suggested activities Teacher notes Whole class Discussion Were the Alcohols messages about how alcohol affects the body correct? What reasons and/or information support your thinking? What other information would you add to their messages? Why? 50

53 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 53 Worksheet Body outline TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 51

54 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 54 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 FOCUS AREA 4: Looking at labels What will students learn? Purpose of health warning labels on alcohol containers What can students do? Explain the need for health warning labels on alcohol containers Design labels using relevant technical information Preparation/resources: Empty drink containers (alcohol and non-alcohol) Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Activity 4.1 Revisit Chapter 4, Message in a Bottle, and ask students: Why does Pop want Nan to find the bottles of alcohol? Students read pages 26 and 27 of Message in a Bottle, where Pop asks Nan to find bottles of alcohol to look at labels. Discuss: Why do we need labels? Students should have read the book Message in a Bottle, before commencing this activity. Pairs Ask students: What information was on the labels of the alcohol containers? Why would the author include this in the story? Each pair is given an empty: alcoholic drink container non-alcoholic drink container. Students examine each label to locate and identify the following information: What is the name of the drink? How much does the container hold? What are the ingredients of the drink? Is there alcohol in the drink? How can you tell? If there is alcohol in the drink, how much? What do different percentage levels indicate? Ensure that all containers are empty and have been thoroughly cleaned. 52

55 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 55 Organisation Suggested activities Teacher notes Whole class Small groups Where was the drink made? Is there any other information? If so, what is it? Pairs join together and exchange information about their original label. Each pair then checks the information that the other pair has found. Students compare their information with another group. Discuss: What is the purpose of labels on drinks? What other products have labels? Why is it important to know what products contain? How are labels on alcoholic and non-alcoholic drinks different or similar? What other information should be included on alcohol drink container labels? Why? Activity 4.2 Revise with students: the information that should be included on food and drink labels the information that should be on alcohol drink container labels. Explain that the students are going to design a label for an alcohol container which will include some of Claretta s warnings. The label should also include any other relevant information. Discuss: What might be the purpose of designing a label for an alcohol container which includes Claretta s messages? What information needs to be included? Should labels on alcohol containers have pictures/images/icons as well as words? Why? Before commencing Activity 4.2, it may be necessary to revisit parts of Activity 4.1. Container labels and packaging contain information such as: name of product contents ingredients quantity name of manufacturer additives additional information such as low in sugar, health benefits, kilojoules per 100 micrograms where to get additional facts about the product. Labels on alcoholic drink containers also include information such as: alcohol content number of standard drinks description of drink year of manufacture region and country. TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 53

56 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 56 TEACHING AND LEARNING ACTIVITIES FOR STAGE 2 Organisation Suggested activities Teacher notes Whole class Students must also include a health message about possible harms associated with drinking alcohol, on their label. Students exchange their labels. Alternatively students could stick their labels on an empty drink container, to be displayed. Collate and display the different health warnings that have been recorded and the techniques used to best show those warnings. Discussion Why is it important to have labels on alcohol containers? Should labels on alcohol containers display health warnings? Why? Are the combination of pictures/images/icons as well as words a better way of describing or displaying health messages on containers? Why? Labels may be written, drawn by hand or computer generated. The label should include: the name of the product where it was made ingredients alcohol content volume of the container expiry date. 54

57 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 57 Section 5: Teaching and learning activities for Stage 3 Syllabus links for Stage 3 The teaching and learning activities, pages 55 to 81, provide opportunities for students to work towards achieving the Stage 3 outcomes from the NSW Board of Studies Personal Development, Health and Physical Education K-6 Syllabus and English K-6 Syllabus. Sample indicators accompany each outcome. PDHPE Outcomes Outcomes Knowledge and Understanding (PHS3.12) Explains the consequences of personal lifestyle choices. (SLS3.13) Describes safe practices that are appropriate to a range of situations and environments. Sample indicators Students will be provided with opportunities to: Identify the effects of alcohol on the body Discuss the possible consequences of alcohol use on self, others and the community Discuss how other people/media influence decisions Identify how and why people are targeted in a range of advertisements Identifies factors that may cause accidents, e.g. when a person is under the influence of alcohol. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Skills (DMS3.2) Makes informed decisions and accepts responsibility for consequences. (COS3.1) Communicates confidently in a variety of situations. (PSS3.5) Suggests, considers and selects appropriate alternatives when resolving problems. Students will be provided with opportunities to: Apply the decision making process Discern the reliability of what is presented in the media, e.g. drug use Present or express an opinion with confidence Select the most appropriate solution to a given problem. Values and Attitudes V4 Increasingly accepts responsibility for personal and community health. Students will be provided with opportunities to: Value their health and safety and that of others Value the need to pursue a healthy lifestyle. 55

58 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 58 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 The following table identifies the related content for Stage 3 from the PDHPE K-6 Syllabus. Strand Personal Health Choices Subject matter Drug Use Appropriate use Effects of drugs alcohol Media and drugs Effects of drug use for the community Making Decisions Decision making process Influences on decision making family/peers media Evaluating decisions Health Services and Products Influence of media Safe Living Personal Safety Identifying risk situations people and places 56

59 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 59 Syllabus links for Stage 3 English outcomes Outcomes TALKING AND LISTENING Learning to Talk and Listen Skills and Strategies (TS3.2) Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. READING Learning to Read Reading and Viewing Texts (RS3.5) Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. Skills and Strategies (RS3.6) Uses a comprehensive range of skills and strategies appropriate to the type of text being read. Learning about Reading Context and Text (RS3.7) Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways to construct different interpretations of experience. Sample indicators Students will be provided with opportunities to: Develop listening skills for identifying detail and summarising Develop and practise oral presentation skills. Teachers will: Encourage students to evaluate information for currency, point of view and appropriateness for intended audience. Students will be provided with opportunities to: Interprets factual texts Compare the difference between a news report and a narrative Use a variety of strategies, such as skimming and scanning, to find information Access, record and present information in a variety of ways. Teachers will: Encourage students to read, analyse and evaluate information found in written and visual texts, and justify their responses. Assist students to identify the writer's point of view and how the writer uses narrative to position the reader. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 WRITING Learning to Write Producing Texts (WS3.9) Produces a wide range of well structured and well presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. Students will be provided with opportunities to: Participate in frequent joint and independent activities to construct a wide range of literary and factual texts Produce text with attention to design, layout and graphics Use correct structure, grammar and punctuation when producing texts. 57

60 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 60 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Overview of outcomes The following tables provide an overview of PDHPE and English outcomes addressed in each of the focus areas. Outcomes PDHPE Knowledge and understanding (PHS3.12) Explains the consequences of personal lifestyle choices. (SLS3.13) Describes safe practices that are appropriate to a range of situations and environments. Skills (DMS3.2) Makes informed decisions and accepts responsibility for consequences. Book orientation Effects of alcohol on self and others Media and advertisements Focus area Decisions and consequences * * * * Alternatives to using alcohol * * * * * (COS3.1) Communicates confidently in a variety of situations. (PSS3.5) Suggests, considers and selects appropriate alternatives when resolving problems. Values and Attitudes (V4) Increasingly accepts responsibility for personal and community health. * * * * * * * * * * * * 58

61 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 61 Outcomes English TALKING AND LISTENING Learning to Talk and Listen (TS3.2) Skills and Strategies Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies, and listens attentively. READING Learning to Read (RS3.5) Reading and Viewing Texts Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. (RS3.6) Skills and Strategies Uses a comprehensive range of skills and strategies appropriate to the type of text being read. Book orientation Effects of alcohol on self and others Media and advertisements Focus area Decisions and consequences Alternatives to using alcohol * * * * * * * * * TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Learning About Reading (RS3.7) Context and Text Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to contrast different interpretations of experience. * * * 59

62 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 62 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Outcomes English WRITING Learning to Write (WS3.9) Producing Texts Produces a wide range of well structured and well presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. Book orientation Effects of alcohol on self and others Media and advertisements Focus area Decisions and consequences Alternatives to using alcohol * * * * 60

63 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 63 FOCUS AREA 1: Book orientation and news report What will students learn? Alcohol can affect many parts of the body and behaviour Structure and features of a narrative and a news report What can students do? Analyse and review facts about alcohol and its possible harms Construct a news report Preparation/resources: Worksheet 1.1.1, Discussion web Worksheet 1.2.1, News report Newspapers Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Pairs Activity 1.1 Have students read the story and discuss the plot, characters and messages. Explain to the students that they are going to work in pairs and small groups to discuss or review the content in the narrative. Students draw on information from the text, from discussion and from prior knowledge as they think about these closed (yes/no) questions: Does Message in a Bottle provide enough information to ban alcohol for everybody? or Should alcohol be banned for everybody?. Students discuss their ideas with a partner. Each pair must come up with evidence that supports a"yes" position and also a "no" position. Opinions need to be supported by information from the text or other research. (See worksheet 1.1.1) For another guided orientation to Message in a Bottle refer to Stage 2, Activity 1.1. Students will need to consider: the author s purpose for writing the story the significance of the title the messages the strategies used by the author to convey the messages Students think individually about the question that is up for discussion. They look in the text for information they might use to support their opinions. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 61

64 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 64 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Organisation Suggested activities Teacher notes Small groups Whole class Each pair is combined with another pair to form a discussion group. The members of the group share their responses. Together, the group reach a consensus on a pro or con point of view. Then groups have the opportunity to share their point of view with the whole class. As a follow up, students might be asked to debate the question or to support and write their individual opinions. Discussion What are the main messages in the book about alcohol? Why do you think this book has been written? Should alcohol be banned for everybody? Why or why not? Whole class Pairs Activity 1.2 Have students revisit the story and its messages. Reread pages 56 to 58. Show students that the narrative is similar to a newspaper article. The headline is like the title of a book as it is written in larger type and outlines what the article is about, attracting the reader. The opening chapter is like the lead paragraph and gives the important information about the news story, providing the setting, characters and part of the plot. The remainder of the story (the body) provides the supporting information and detail for the lead. Using newspapers, have pairs of students peruse newspapers and locate examples of news articles and identify their features. Consider: What is the purpose of each article? Various authentic news reports should be deconstructed through modelled and guided teaching and learning sessions to develop background knowledge in concepts related to the purpose, audience and features of these texts. News reports generally contain sentences and paragraphs that are short and direct. The most important information is at the beginning of the article. This information should include: who, what, when, where, why and how. 62

65 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 65 Organisation Suggested activities Teacher notes Whole class Pairs What did you notice about the way the author started the articles? How did the structure suit its purpose? What facts are presented? Have pairs of students read a newspaper article and underline the facts of the event/incident. Have them match the facts to the who, where, when, why, and how in the newspaper article. Have students note the who, where, when, why, and how in the narrative. Discuss the differences between newspaper articles and the narrative, Message in a Bottle. Explain to the students that they are going to write a news report on messages about alcohol being discovered, in bottles, on beaches around the world. Using Worksheet 1.2.1, in pairs students list events, facts and messages about alcohol found in the narrative and then together, or with another pair of students, discuss and analyse which facts are important and which may be deleted. The report must have the following characteristics: a catchy headline to capture attention date and place a lead sentence to encourage the reader to read on details: who, what, when, where, why and how a conclusion. Students are encouraged to report as accurately as possible the facts of an event. It should be factual and interesting. Teachers may need to assist students analyse the facts. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Whole class Discussion What are the main messages? How might these messages be relevant to all humans/people? Why do you think it is important for people to be aware of the possible harms of alcohol? Messages raised in Message in a Bottle include: alcohol can affect many parts of our bodies alcohol can affect our behaviour. 63

66 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 66 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Worksheet No Yes Question Does Message in a Bottle provide enough information to ban alcohol for everybody? or Should alcohol be banned for everybody? Discussion web 64

67 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 67 Worksheet Catchy headline Date and place Lead paragraph (important information about the news story) News report Body (Supporting information and detail for the lead, including who, what, when, where, why and how). Include evidence to support your facts. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 A conclusion 65

68 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 68 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 FOCUS AREA 2: Effects of alcohol on self and others What will students learn? Alcohol can affect individuals and others in the community What can students do? Identify the effects of alcohol on self and others Categorise information Preparation/Resources: Teacher information sheet 2.1.1, Cause and effect wheel example Worksheet 2.1.2, Cause and effect wheel Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Pairs Small groups Activity 2.1 Activate students' prior knowledge by asking them what they already Know about alcohol and specify what they Want to learn. The students then discuss what they have Learned. Ask students, in pairs, to find examples and phrases in the text that describe the effects of alcohol and compare this with their KWL charts. (hint: review pages 32, 33, 67, 70 to 73.) Provide each group with a copy of Worksheet and explain that they are going to complete a cause and effect wheel. Students should have read the book Message in a Bottle, before commencing this activity. Examples of effects associated with alcohol include: feeling dizzy slurred speech loss of coordination, unsteadiness when standing or walking impaired attention and judgement sleepiness liver, heart and brain damage family and relationship problems work accidents driving accidents aggressive behaviour. 66

69 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 69 Organisation Suggested activities Teacher notes Small groups Whole class Ask students to discuss and categorise the effects of alcohol by writing them onto the wheel in the appropriate place. Remind students that they must also be able to explain how the effects of alcohol on an individual s body and behaviour affect others and the whole community. Each group exchanges charts with other groups and compare responses about the effects of alcohol and its impact on others and the community. Discussion What would you change, delete or add to your information? Why? How can parents, friends and teachers help to prevent some of the effects alcohol can have on a community? A cause and effect wheel consists of a series of concentric circles. This organiser assists students to understand the relationship between cause and effect, action and reaction. An example of a cause and effect wheel is provided on page 69, Teacher information sheet Students start in the middle of the wheel and build on each circle, focusing on exploring the effects in greater detail. Students may also consider relationships between ideas not directly connected, or reflect on what might happen if the links were reversed. For example: Alcohol is: a drug that slows down the brain and nervous system Effects of alcohol on the individual: effects on body parts (kidneys, brain, liver) mood changes, impairs concentration, slows reflexes, impairs reaction time, impairs coordination. How this affects other people: yelling, fighting, hurting others, injuries, domestic disputes. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Whole class Activity 2.2 Explain to students that they are going to create a board game using information from the narrative. Explain to students that recall questions are questions that have only one answer. For example: Question: How did Tess and Troy receive the message from the Alcohols about alcohol? Answer: They found a bottle on the beach. How this affects the wider community: accidents, health costs, violence and crime, decreased worker productivity, unemployment, pollution. Before students begin writing questions for the board game, encourage them to use two different types of questions (inference and recall questions) in order to make the game more challenging. 67

70 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 70 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Organisation Suggested activities Teacher notes Pairs Inference questions, however, ask questions that require an opinion as an answer. For example, Question: Why do you think Message in a Bottle was written? Since this type of question can have more than one correct answer, explain to students that a correct answer to an inference question is one in which the answer is supported by facts from the book/narrative. Answer: Message in a Bottle was written. to make people aware of harms associated with alcohol to provide people with information about alcohol to examine potential health problems associated with alcohol in our society Ask pairs of students to create a stack of inference and recall question cards with the question on one side of an index card and the answer on the other. Possible questions: Is alcohol a drug? In what ways does alcohol affect the community? Does pure alcohol have any colour or taste? Are there different types of alcoholic drinks? What are beer and wine made from? Once the cards have been completed, have each group create a game board and write up a set of simple rules. When the games are finished, allow the groups to switch and play each other's games. Whole class Discussion What information did you learn from making and playing the game? Is this a good way for students to learn information? Explain your response. What other games could be made using the information from the narrative? 68

71 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 71 Teacher information sheet Effects on the community Accidents, health costs, violence and crime unemployment, pollution Effects on others Yell at people, fights, injuries hurt others Effects on the individual Effects on body parts (such as kidneys, brain, liver) mood changes, impaired concentration, slowed reflexes Alcohol A drug that slows down the brain and nervous system Cause and effect wheel - example TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 69

72 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 72 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Worksheet Effects on the community Effects on others Effects on the individual Alcohol Cause and effect wheel 70

73 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 73 FOCUS AREA 3: Media and advertisements What will students learn? Advertisers use a variety of strategies to influence behaviour What can students do? Analyse the strategies used to target people when advertising alcohol Preparation/resources: Worksheet 3.2.1, Analysing advertisements and media Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Pairs Activity 3.1 Ask students: What is meant by the term media? What are some examples of different types of media? What purpose does the media serve? Role play Ask students to select a partner and prepare dialogue for playing the role of a news reporter or book reviewer, answering the following questions: What types of media are mentioned in the text, Message in a Bottle? Media refers to any kind of format used to convey or communicate information. Mass media refers to those types of media that are designed to reach large numbers of people. Some types of media may include: newspaper radio film art/photography television computer or internet mobile telephone. The purpose of media is to: inform entertain persuade. Types of media mentioned in the text include: newspaper radio television internet. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 71

74 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 74 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Organisation Suggested activities Teacher notes Why did Pop want to speak to the media? Why did some media not want to speak to Pop? Why do you think the Alcohols chose to send a message in a bottle as their means of communication? Do you think sending a message in a bottle is an effective way to communicate? Explain. If you were the Alcohols how would you have distributed the information? What are your reasons? Students switch roles, and may create some of their own questions about the book. Some pairs are selected to perform their role play for the class. Pop wanted to speak to the media to share the messages from the Alcohols. Some media outlets thought that Pop's message was a hoax. Messages in bottles were a means of communication used in the past but tended to be used for more desperate situations when no other means of communication was available. This activity could be extended by: making a chart showing/describing different ways people can communicate writing and illustrating a list of the types of communication used at home or school drawing a cartoon showing different ways to communicate news to a friend without talking. Whole class Discuss: How can the media influence the decisions people make? 72

75 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 75 Organisation Suggested activities Teacher notes Whole class Small groups Activity 3.2 Explain to students that they are going to examine the different structures and features of advertisements used in a variety of media. Provide each group with an alcohol advertisement and Worksheet Students share information, discussing similarities and differences. Consider: type of media purpose of advertisement type of alcohol (beer, wine, spirit, mixed drink) target audience gender appeal type of images used use of celebrities who funded the campaign types of messages facts presented type of language used. Prior to this activity the teacher or students may need to source a variety of alcohol advertisements. Advertisements may include: advertisements for alcohol taken from a magazine or catalogue advertisements for alcohol taken from television advertisements by health organisations. Examples of health campaigns can be found at /roadsafety/downloads/tvc/ braintvc_web.mpg TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Whole class Pairs Discussion Which advertisement do you think is most effective for adults, children, teenagers? Why? How would the text be different if it were told in another time, place or culture? Activity 3.3 Students design an advertisement to help Claretta warn humans of the harms of alcohol. The advertisement may be: a magazine advertisement a television advertisement (video/dvd) a radio advertisement songs, posters, stickers web page other. (If students choose to design a television or radio advertisement they will need to write the script to accompany the advertisement). 73

76 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 76 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Organisation Suggested activities Teacher notes Whole class Remind students to take into account things such as: audience purpose use of language or images in persuading an audience warnings about any hazards or precautions that need to be addressed when using this product. Discussion What type of media would you use to deliver a health message? Explain why. Advertisements may be displayed in the classroom or around the school, shown to other classes or placed in school newsletters. 74

77 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 77 Worksheet Analysing advertisements and media What is the advertisement about? What is the main message/idea being promoted? Who is the target audience? What makes you think this? What attention grabbing and/or persuasive words did the advertisers use? What images are used and how do they appeal to the audience? Do you recognise any advertising techniques seen in other advertisements? Explain. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 What kind of opinion or action is the advertisement hoping to get from its readers? Do you think the same messages are being given to males and females? Why or why not? What changes would you make to this advertisement to ensure: the truth or facts are presented about the product inclusion of any hazards or precautions that have not been addressed. 75

78 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 78 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 FOCUS AREA 4: Decisions and consequences What will students learn? Consequences occur as the result of making choices Steps for making a decision What can students do? Identify that actions can have negative and positive consequences Preparation/resources: Slide 4.1.1, Tess and Troy s scenario example Worksheet 4.1.2, Decisions and consequences Organisation Suggested activities Teacher notes Whole class Pairs Activity 4.1 Explain that students are going to work on mock situations where people are faced with a problem and must think of options in order to make a decision. Ask students to think of a time when they have had to make an important decision. In pairs, discuss the following questions: What decision did you have to make? What things did you need to consider before making your decision? How did you decide what to do? Some decisions are simple and without harmful consequences. However, there may be times when the decisions we make are very difficult and harder to make because they could result in important and even harmful consequences. Whole class What are the steps for making a decision? Steps for making decisions may include: define the problem consider options available consider possible consequences for each option choose the best option and take action. Decision making involves asking questions and being discerning of information. 76

79 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 79 Organisation Suggested activities Teacher notes Whole class Small groups Show slide 4.1.1, Tess and Troy s scenario. Read the scenario and ask students to respond to the following questions. Record responses. What could Tess and Troy have done when they found the bottle with the message in it? What are the possible consequences of each of these actions? Provide each group with Worksheet to write a scenario that involves an issue about alcohol. Groups exchange scenarios and provide options and consequences for each scenario. Once completed, the scenario worksheet is returned to the original group, so that the most appropriate option can be chosen as an answer, or action to take. Slide 4.1.1, Tess and Troy s scenario may be used as a guide when working through this example. Refer to Slide Refer to Slide An example of a scenario might be: Jian arrives home from school early one afternoon with one of his friends. Jian s friend notices the alcohol in the cupboard and suggests that they have a drink before Jian s parents get home from work. TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Whole class Discussion Allow groups to report to the whole class by reading their scenario, options, consequences and final decision. Was it easy to make a group decision? Why/why not? What strategies did you use to have everyone in the group agree on this decision? Would anyone have done something differently? Why? Why is it important to consider all options and possible consequences before making a decision? What are the advantages and disadvantages of using a decision making model? 77

80 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 80 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 SLIDE Tess and Troy s scenario example Scenario Options Consequences Tess and Troy have found an important message in a bottle and have been asked to deliver the message to all humans. Throw the message in the bin and not worry about it Try to photocopy the message and place it in letterboxes Nobody would receive the message Only a few people would receive the message Ask Pop and Nan for help with ideas about delivering the message. Pop and Nan s idea about calling the television stations would allow lots of people to receive the message. If I were Tess and Troy my decision would be because 78

81 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 81 Worksheet Decisions and consequences Scenario Options Consequences Our decision is because TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 79

82 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 82 TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 FOCUS AREA 5: Alternatives to using alcohol What will students learn? Possible drug-free ways of meeting personal needs What can students do? Devise possible alternatives to using alcohol Preparation/resources: Message in a Bottle booklets Organisation Suggested activities Teacher notes Whole class Revisit the content and messages in Message in a Bottle Using Message in a Bottle, discuss how alcohol affects people and communities. Small groups Explain that students are going to work in small groups to identify alternatives to using alcohol. In their groups, students create a list of reasons why people, especially young people, might use alcohol. Possible answers: to be cool to relax like the taste to fit in with a group and make friends to have fun to feel grown up they see lots of people using alcohol, for example, parents they look at TV and magazines and lots of cool ads for alcohol boredom. 80

83 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 83 Organisation Suggested activities Teacher notes Small groups Ask students to examine their list and think of alternative drug free activities they could engage in to achieve the same effects. For example, if people use alcohol to have fun, what else could they do to have fun? Sample answer: They could play sport, go for a bike ride or play a board game with friends. In groups, students select an appropriate way to present their alternative to using alcohol. For example: rap poem song rhyme comic strip illustrated advertisement poster. Each group presents their work to the class. Remind students that the alternatives are to be positive alternatives, that is, activities that promote a healthy lifestyle and positive relationships. Encourage students to think about catchy phrases or slogans such as: Smoking not a sporting chance! TEACHING AND LEARNING ACTIVITIES FOR STAGE 3 Whole class Discussion What strategies or campaigns are currently being used to reduce alcohol use? What other strategies could be used to ensure that young people are aware of the effects of alcohol, and some positive alternatives? 81

84 415_Message in a Bottle Resource 11/2/08 11:09 AM Page 84 REFERENCES Section 6: References White, A.M. (2003). Substance use and adolescent brain development: An overview of recent findings with a focus on alcohol. Youth Studies Australia, 22, Higgins et al, 2000; Australian Institute of Health and Welfare, 2003; World Health Organization, 2001 Australian Institute of Health and Welfare 2004 World drink trends, as cited in National Expert Advisory Committee on Alcohol. A guide to Australian alcohol data. AIHW Cat. No. PHE 52. Canberra: AIHW. White, V., Hayman, J. (2006) Australian secondary school students use of alcohol in Melbourne, Australia: Centre for Behavioural Research in Cancer, The Cancer Council Victoria; 2006 June. Australian Government, Department of Health and Aging. Australian Alcohol Guidelines (2001). Found at Midford, R., Lenton, S. and Hancock, L. (2001) A critical review and analysis: Cannabis education in schools, NSW Department of Education and Training. Available at: Australian National Council on Drugs. National Expert Advisory Committee on Alcohol. National Fetal Alcohol Syndrome Workshop, 2002, Report Fetal Alcohol Syndrome., A Literature Review. National Alcohol Strategy 2001 to , Occassional Paper, August 2002 Children, Youth and Women s Health Service., Young Adult Health Ages 18-25, South Australia Central. National Expert Advisory Committee on Alcohol (NEACA) 2001a. Alcohol in Australia: issues and strategies. Canberra: Commonwealth Department of Health and Aging Rosett, H. L. (1980) A clinical perspective of the fetal alcohol syndrome, Alcoholism:Clinical and Experimental Research, 4, Rosett, H. L., Weiner, L., Edelin K.C. (1981) Strategies for prevention of fetal alcohol effects. Obstetrics and Gynaecology; 57(1):

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