The overall objectives of this complementary teaching material, available for Grades 5 through 11, are as follows:

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1 Complementary teaching material produced by Éduc alcool for students in grade 5. There is no ideal way to keep young people from starting to drink for as long as possible. By the age of nine, one in four children has experimented with drinking. Some do this without their parents' knowledge, either at home or with friends. They ll empty what s left in glasses on the table or drink straight from the bottle, often indiscriminately consuming beer, wine, cider and hard liuour. Then there are those who have sampled alcohol with the express permission of their parents, who prefer to introduce their children to drinking under strictly controlled circumstances. OVERALL OBJECTIVES The overall objectives of this complementary teaching material, available for Grades 5 through 11, are as follows: delay the start of drinking as long as possible; develop an appreciation of taste in young people so they may become critical and well-informed consumers; show them how to distinguish between alcohol abuse and moderate drinking; help them develop responsible responses to peer pressure; lead them to understand that you don t have to drink alcohol to have a good time. We approach the subject from three angles: physiology, to help students better understand their bodies and how alcohol can affect them; diet, to teach them to cultivate a sense of taste and learn to value a proper diet, not only to keep their bodies healthy, but also to become informed consumers who understand the importance of moderation; influences, to help them develop responsible behaviour in the face of peer pressure. Social situations expose them to a wide range of influences. The more aware they are of this pressure, the better euipped they will be to develop a healthy response to potentially harmful situations.

2 The program suggests activities that reflect the reality of young people s lives and help them develop their identities and critical thinking skills. Through these activities, students get to express their opinions and take action in response to the issues raised. It is up to the teacher to decide how much time to devote to each activity. There is a specific unit for every grade and each one after Grade 5 includes a short review of the content covered in previous years. The material takes ages and differences between students into account. Publisher : Éduc alcool A series of interactive animations called À toi de jouer (in French only) comes with the program and is available at This complementary teaching material follows the principles and reuirements of the Quebec Education Program established by the Ministry of Education, Recreation and Sports. The topics covered fall under Social Sciences, Personal Development, Environment and Consumption, Media, Citizenship Education and other program areas. 606, rue Cathcart, bureau 1000, Montréal (Québec) H3B 1K9 INDEX GRADE FIVE P Key systems that provide energy D Eating: a pleasant sensory experience! I Positive and negative intentional and positive and negative unintentional influences GRADE SIX P Key organs in the digestive system D How we perceive flavours I The influence of advertising on young people GRADE SEVEN P Physiological differences between boys and girls D How irritating sensations affect the ability to taste I Groups affected by the consumption of alcoholic beverages (the general public, manufacturers, advertisers, public health, etc.) GRADE EIGHT P Detoxification of the alcohol molecule and the hepatic cell D The importance of a varied diet I Advertising, peer pressure and brand marketing Concept and copy : Éducov Design: Suzanne Fortin Legal Deposit Bibliothèue nationale du Québec, 2006 GRADE NINE P The alcohol molecule and biological mechanisms of the brain D Bad eating habits I Advertising: head or heart? GRADE TEN P Calculating the theoretical blood-alcohol level D Food-related activities that encourage an adventurous approach I Difficulty of saying "no" to peer pressure GRADE ELEVEN P The biological nature of dependency in the brain D A winning combination: food and alcohol I The difference between reality and advertising: short video, Trop chaud pour être hot (in French only) Legal Deposit National Library of Canada, 2006 ISBN ISBN LEGEND: P: Physiology D: Diet I: Influences 2

3 THIS YEAR S CONTENT THIS YEAR S CONTENT SPECIFIC OBJECTIVES SPECIFIC LEARNING OBJECTIVES ARE AS FOLLOWS: make students aware of the effects of alcohol on their bodies (Physiology); make students aware of the importance of tasting (Diet); make students aware of how others influence the way they behave (Influences). PHYSIOLOGY YOUR BODY: A HIGH-PERFORMANCE MACHINE! The human body is made up of millions of cells, with thousands of physiological processes taking place every second. Knowing more about this marvellous machine can help students understand how alcohol molecules can affect them. In this program we take a big to small approach: Students will become progressively aware of how the body works and how alcohol affects it, starting in Grades 5 and 6 at the systems level, moving on to the cellular and organic levels in high school, and ending with biochemistry. EXERCISE 1 LOOK AT THE ILLUSTRATION AND IDENTIFY THE FOUR SYSTEMS THAT WORK TOGETHER TO GIVE YOU YOUR ENERGY. Answers: 1 Digestive 2 Cardiovascular 3 Respiratory 4 Urinary 3

4 THIS YEAR S CONTENT (CONTINUED) DIET EATING: AN ENJOYABLE SENSORY EXPERIENCE! We might well wonder whether children all have some sort of taste handicap. Some children eat an unbalanced diet of candy, cakes and hamburgers, and drink too many sweetened soft drinks. Others stuff themselves with unhealthy uantities of chips and fast food outside of their homes. They turn up their noses at fish and other good foods prepared with care. Fortunately, some do enjoy the flavours of the foods they eat. But others have a very limited vocabulary to express their appreciation of what they are eating: it's good, it's not good, it's okay, yuck and gross. EXERCISE 2 EATING HABITS Ask these uestions out loud and write the answers on the board. Students can then discuss the different answers. What are your favourite foods? How long do you stay at the table when you eat a meal? Do you take the time to taste your food? Do you sometimes pretend to eat, just for fun? What do you think of the food you are served? Do you ask for seconds? Do you leave some things on your plate? If so, why? Do you sometimes try to trade food on your plate with your siblings? Do you always eat everything on your plate? If you don t, what happens? EXERCISE 3 TASTES Ask the students to think of examples of the following (in food or drinks): sweet (red apple, red pepper, grape juice, apple juice, dates, orange, etc.); sour (lemon, grapefruit, lime fruit or juice, some cherries, green apple, vinegar, etc.); bitter (endive, chicory, rapini, citrus peels, etc.); salty (chips, table salt, anchovies, soda crackers, oysters, sea water, etc.). Point out that if you hold your nose, you can t taste anything! Ask uestions about the things they eat and drink, and their preferences with descriptions - in the four taste groups. Find words to describe the foods listed: tasty, delicious, too salty, too bitter, sour, acidic, bittersweet, etc. Who prefers green apples? What do they taste like? Sour Who prefers red apples? What do they taste like? Sweet What does lemon juice taste like? Sour What about soft drinks? Sweet Have you ever tasted wine? What did you think? 4

5 THIS YEAR S CONTENT (CONTINUED) EXERCISE 4 YOUR SUGGESTIONS, PLEASE Ask the students to write down suggestions for getting young people to eat enough fruits and vegetables every day. Collect the papers and read the ideas out loud. INFLUENCES WHAT DOES THE WORD ALCOHOL MEAN TO YOU? DO YOUR FRIENDS HAVE AN INFLUENCE ON YOU? Take a few minutes to make sure students have understood the information about influence. Ask for comments and answer any uestions they may have. EXERCISE 5 SITUATIONS INVOLVING INFLUENCE Divide students into teams of four or five. Instruct them to prepare short skits illustrating situations in which influence has an impact. Have them act out those situations in front of the class. Ask the team leader about the kinds of influence portrayed in the skit. Types of influence: 1 Positive intentional 2 Negative intentional 3 Negative unintentional 4 Positive unintentional 5

6 THEJUDGE YOU BE Student s name: PHYSIOLOGY YOUR BODY: A HIGH-PERFORMANCE MACHINE! Your body is made up of a number of systems that work together. Some systems do their jobs all by themselves. While you are sleeping you don t have to tell your respiratory system to breathe or your heart to pump. On the other hand, your digestive system depends on you: you know that you have to eat and drink every day in order to stay alive. Food is what gives your cells energy. DIET AND YOUR BODY S SYSTEMS 1 What happens when you eat an apple? After you ve chewed and swallowed it, the apple is transformed into nutrients* by your digestive system. 2 Those nutrients are then carried to all the cells in your body by your blood and your cardiovascular system. 3 The nutrients are used as energy by the cells. In the process, carbon dioxide is produced, which is then exchanged for oxygen by your respiratory system. 4 Cellular activity also produces other wastes that are eliminated by your urinary system. Alcohol follows the same route as food does, reaching all parts of your body. However, the alcohol in alcoholic drinks is not transformed into nutrients by the digestive system. In fact, it can disrupt normal cell functions and can be harmful to your health. * Nutrient: Substance that can be entirely and directly assimilated. EXERCISE 1 LOOK AT THE ILLUSTRATION AND IDENTIFY THE FOUR SYSTEMS THAT WORK TOGETHER TO GIVE YOU YOUR ENERGY. 6

7 DIET EATING: AN ENJOYABLE SENSORY EXPERIENCE! HOW LONG DO YOU STAY AT THE TABLE WHEN YOU EAT A MEAL? If you want to really taste the food you eat, you have to take your time, because once you ve swallowed the food, only a reminder of the taste is left in your mouth. Tasting calls upon all your senses. When you eat an apple, first you choose it with your eyes. Then you pick it up with your hand and when you bite into it, it makes a nice crunchy sound. Finally, you taste it, mostly thanks to your nose. Your taste buds can detect four distinct tastes: sweet, sour, bitter and salty. But did you know that 80% of your ability to taste is governed by your sense of smell? You have to take your time in order to fully appreciate all the flavours of the food you eat. EXERCISES 2, 3 AND 4 EATING HABITS, TASTES AND YOUR SUGGESTIONS To be done with your teacher. INFLUENCES WHAT DOES THE WORD ALCOHOL MEAN TO YOU? You ve heard about alcohol on television, in the newspapers, on billboards, at the corner store, the supermarket or at home. You probably have some uestions about it. This is why we re talking about it now. It s very important for you to have the right facts and information. Did you know that humans have been drinking wine, beer, spirits and cider for thousands of years? Alcoholic beverages similar to the ones our ancestors drank are available in stores today. Alcoholic beverages are not good for people your age. Maybe you ve already tasted alcohol. Perhaps some of your friends have tried to influence you and pressured you to try it. Did you know that alcohol can be dangerous if you re not careful? DO YOUR FRIENDS HAVE AN INFLUENCE ON YOU? Influencing someone means making someone change their ideas or behaviour. We are all influenced at one time or another by others, and we seek to influence other people, too. For example: It s a beautiful day and your friend doesn t want to play outside. You might try to convince her to change her mind. If she does, that means you have had a positive intentional influence on her. You made her change her mind voluntarily to do something good. If Someone Similarly, a friend urges you to take some money from your parents without telling them so that you can go buy something at the corner store, he is trying to influence you. This is also a case of intentional influence, but this time, it s negative. in your class who works very hard on his schoolwork may have an influence over others without realizing it. That s unintentional influence, and the outcome is positive. a popular person who steals all kinds of things at the corner store can have a negative unintentional influence on some kids: it s unintentional because she s not intending to influence them, but the outcome is negative. 7

8 It s the same with drinking. When you are old enough to drink, you can influence others and you can also be influenced by them positively or negatively. EXERCISE 5 SITUATIONS INVOLVING INFLUENCE To be done with your teacher. HOW TO USE À TOI DE JOUER ONLINE INTERACTIVE ANIMATIONS TO COMPLEMENT THE EXERCISES Go to Select YOUTH PROGRAMS from the main menu, then select À TOI DE JOUER. Select 12 à 14 ans and the interactive animated clips: Voyage d affaires Qui a raison? Alcool et violence Piuer, c est voler! These animations are in French only.