POST VISIT ACTIVITIES

Transcription

1 The lessons below can be used in their entirety or adapted to suit teaching style, available time and needs of students. Activity Outcome Duration Requirements Standard Thinking Drinking quiz Outcome 1: Describes the short and long term effects of alcohol use and its effect on the community (and Outcomes 2 & 3) Approx. 45 mins Standard Thinking Drinking questions and answers Slides 1 and 2 It s all about the risk Outcome 2: Explains how the potential harm from alcohol use can be both decreased and increased through the interaction of various factors Approx. 20+ mins It s all about the risk cards Blank cards Alcohol & your health Outcome 3: Describes how to access and assess health information, products and support services in relation to alcohol Approx. 20+ mins Say what? Outcome 5: Demonstrates skills and strategies for dealing with individual and group alcohol-related harm Approx mins depending on the number of Say What situations explored Say what? question cards Say what? role play cards Face The Facts: Alcohol 1

2 Standard Thinking Drinking Quiz Outcome Outcome 1 - Describes the short and long term effects of alcohol use and its effect on the community (and Outcomes 2 & 3) Duration 45 mins Requirements Standard Thinking Drinking quiz questions and answers. Process Break students into groups of 3-4. Using the quiz questions (Slide 1) conduct a team quiz. (The quiz should be fun and prizes can be motivating and rewarding). Face The Facts: Alcohol 2

3 Standard Thinking Drinking Quiz Questions 1. Which of the following are short term effects of alcohol? a. slower reflexes b. trouble concentrating c. injury due to falls d. all of the above 2. How many grams of alcohol in a standard drink? 3. Approximately how many mls in a standard glass of wine? 4. Which of the following are symptoms of a hangover: a. headache b. diarrhoea c. increased heart rate d. all of the above 5. Exercise, cold showers and coffee will help a person sober up. True or False 6. How long does it take the liver to breakdown one standard drink (10gm of alcohol) a. 30 mins b. 1 hour c. 3 hours 7. Alcohol slows down the Central Nervous System. True or False 8. Where would someone find out how many standard drinks were in a bottle or can of alcohol? 9. Drinking too much alcohol too quickly for the body to process can result in alcohol poisoning. True or False 10. If young people drink alcohol they are at greater risk of harm than adults because their brains are still developing. True or False Face The Facts: Alcohol 3

4 Standard Thinking Drinking Quiz Questions and Answers 1. Which of the following are short term effects of alcohol? a. slower reflexes b. trouble concentrating c. injury due to falls d. all of the above 2. How many grams of alcohol in a standard drink? 10gm 3. Approximately how many mls in a standard glass of wine? 100ml 4. Which of the following are symptoms of a hangover: a. headache b. diarrhoea c. increased heart rate d. all of the above 5. Exercise, cold showers and coffee will help a person sober up. True or False False (time) 6. How long does it take the liver to breakdown one standard drink (10gm of alcohol) a. 30 mins b. 1 hour c. 3 hours 7. Alcohol slows down the Central Nervous System. True or False True 8. Where would someone find out how many standard drinks were in a bottle or can of alcohol? Written on the bottle or can 9. Drinking too much alcohol too quickly for the body to process can result in alcohol poisoning. True or False True 10. If young people drink alcohol they are at greater risk of harm than adults because their brains are still developing. True or False True Post visit Activity Standard Thinking Drinking Quiz Slide 2 Face The Facts: Alcohol 4

5 It s All About the Risk Outcome Outcome 2 - Explains how the potential harm from alcohol use can be both decreased and increased through the interaction of various factors Duration 20+ mins Requirements It s all about the risk cards photocopied to make enough sets for each group. Blank cards 3 sheets of A4 paper Process Write High, Medium and Low onto the A4 paper Organise class into groups of 3. Issue a set of It s all about the risk cards and one blank card per group. Ask groups to rank the scenario on the cards as high, medium or low risk. Ask groups to use the blank card to write one factor which could raise or lower the level of risk. Ask groups to report back giving their reasons for the initial risk ranking and explaining the way(s) in which the fourth card changed the scenario. Face The Facts: Alcohol 5

6 15-year-old drinks in a park with friends on a Saturday night Thirty-year-old man drinks a whole glass of full strength beer at a hotel 15-year-old drinks wine at a family meal with their parents 10-year-old has a sip of wine at their first communion Face The Facts: Alcohol 6

7 16-year-old sneaks a mixed drink into their school formal Adult drinks a glass of wine with their meal at home Fully licensed driver drinking one standard drink before picking up her children Grandfather drinks one small glass of red wine three times a week at home Face The Facts: Alcohol 7

8 2-year-old boy drinks a whole glass of full strength beer at a party Adult drinks 3 beers quickly then goes for a swim in the surf 11-year-olds drink parents alcohol at a sleepover P-plater after drinking two mixed drinks drives her friends to the movies Face The Facts: Alcohol 8

9 Alcohol & Your Health Outcome Outcome 3 - Describes how to access and assess health information, products and support services in relation to alcohol Duration 20+ mins Requirements Timer/stopwatch, internet access, copy of National Health and Medical Research Council s 2009 Australian Guidelines to Reduce Health Risks from Drinking Frequently asked Questions Post it notes/slips of paper Process Organise the class into groups of 4 or 5. Ask the whole group to think about why a person might need to access information about alcohol. For example, when pregnant, on medication, general health. Provide each group with slips of paper/post it notes. Ask each group to identify in two minutes as many sources of alcohol related information available to the community and write one source on each slip of paper. At the end of the two minutes ask each group to review their sources and identify any similarities e.g. internet, medical, support groups, media (posters, ads), product (alcohol bottles), family and friends and group them accordingly. Invite each group to share their categories and sources. Discuss with students what basis they believe makes a source reliable. Each group ranks the list of sources from most to least reliable. Allow time for groups to share their results and comment on the responses from the other groups. Assign each group a copy of the NHMRC s FAQ s - Determine who the alcohol guidelines are intended for. - For whom is the information most useful? - Assess/evaluate how the information is useful. - Recommend an alternate format to deliver information about the guidelines. Face The Facts: Alcohol 9

10 Say What? Outcome Outcome 4 - Demonstrates skills and strategies for dealing with individual and group alcohol-related harm Duration mins depending on the number of Say What situations explored Requirements Say what? question cards Say what? role play cards Process Organise the class into two groups. Give each member of one group a question card and each member of the second group a role play card. Choose one member at a time from the role play group to stand up/come out the front to role play what they would say in the situation described on their card without directly revealing the situation. Ask members of the question group to stand up/put their hand up as soon as they re sure the question on their card is being answered by the role play. Ask these two group members to compare their cards to confirm a correct match. Ask the class what else could be said in this situation. Try to ensure that all students get a turn at role playing by swapping the groups around. Face The Facts: Alcohol 10

11 What could be said to someone who is coming on too strong? What could a group of guys say to encourage their mate not to keep missing the game due to being hung-over? What could be said to a friend who is drinking too much at parties? What could someone say if they were calling for help at a party that has got out of hand? What could a boy say to his girlfriend who gets drunk and vomits (on him once) at a party? What might friends say to one another when making an agreement to look out for each other at parties? What could be said to a friend who puts down people who choose not to drink or smoke? What can be said to a drunk person who wants to fight at a party? What could a girl say to her boyfriend who gets drunk and vomits (on her once) at party? What could a teenager say to their parents about alcohol and parties? What could a teenager who got drunk then damaged property of a friend s parent say to the parents? What could a parent say to their teenager about alcohol and parties? Post visit Activity Say What? Face The Facts: Alcohol 11

12 What could be said to someone who is coming on too strong? What could a group of guys say to encourage their mate not to keep missing the game due to being hung-over? What could be said to a friend who is drinking too much at parties? What could someone say if they were calling for help at a party that has got out of hand? What could a boy say to his girlfriend who gets drunk and vomits (on him once) at a party? What might friends say to one another when making an agreement to look out for each other at parties? What could be said to a friend who puts down people who choose not to drink or smoke? What can be said to a drunk person who wants to fight at a party? What could a girl say to her boyfriend who gets drunk and vomits (on her once) at party? What could a teenager say to their parents about alcohol and parties? What could a teenager who got drunk then damaged property of a friend s parent say to the parents? What could a parent say to their teenager about alcohol and parties? Post visit Activity Say What? Face The Facts: Alcohol 12