Road Safety - Safe Speeding There's No Such Thing

Strand 3:

Individual and Community Health

Outcome:

5.6: A student analyses attitudes, behaviours and consequences related to health issues affecting young people.

Student Learn About:

> Road Safety

- major casual factors in road and traffic-related injuries, e.g. human (speeding, drug use, fatigue, occupant restraint), environmental, vehicular.

- consequences of unsafe road-use behaviour

- skills and attitudes that support safe road behaviour, e.g. hazard perception, road sharing and tolerance

Student Learn To:

- propose and present strategies designed to promote safe road-use attitudes and behaviours

- use stimulation software to make health decisions and solve problems relevant to young people, e.g. determining strategies that promote safe road use

Stimulus:

Video Clips

Scope of Task:

This lesson builds on previously developed knowledge, understanding and skills in relation to road safety. Students identify and evaluate the broad range of factors that have the potential to impact on the health decisions and behaviours of young people. They apply understandings of influencing factors to continue practicing strategies to minimize harm to themselves and others relevant to road safety.

Activity Outline:

Students will engage in a range of video clips that focus on car crashes. From these clips students will answer a series of questions and have the chance of design their own road safety campaign.

Activity 1:

Viewing of Video Clips Smart Car Crash Testing

http://www.thetruthaboutcars.com/smart-car-crash-tested/

http://www.rta.nsw.gov.au/roadsafety/crashlab/index.html

Activity 1 Question:

What were the factors being tested in these two test crashes??

Activity 2:

Viewing of Car Crashes RTA Heaven and Hell TV Advertisement http://www.forumeter.com/video/25940/RTA-Heaven-and-Hell-TV-ad http://www.forumeter.com/video/25942/Country-Speeding-RTA-3-3

Please Slow Down RTA Commercial

http://clipmarks.com/clipmark/614FD196-9655-4D89-BE38-75995BF705D4/

Activity 2:

1. Unscramble the following possible causes that can lead to car accidents:

- eepds

- euftagi

- rsdug

- holaloc

- rthewea

- chviela

- noditconi

2. Analyse the current designs, campaigns and technologies that have been put in place to combat these car accident determining factors and state ways in which you think they could be improved or marketed. (For example to combat different road surfaces and conditions (i.e. slippery road from snow or rain) many motor vehicles now have installed and anti-slip button or traction control which can be activated during these conditions to enhance car traction.

3. In groups of 3-4 design and propose the implementation of a driver awareness campaign. This campaign can take any form (slogan, brochure, TV commercial proposal, cartoon image/comic drawing, PowerPoint presentation, blog page etc) It must however successfully address at least one of the factors that lead to motor vehicle accidents.

Take Home Message

What do you Do If You Have a Crash??? http://www.rta.nsw.gov.au/roadsafety/crashes/index.html

Reason For Inclusion:

Motor vehicle accidents in Australia every year account for:

1. In say a given week there are 100,000 collision enhancing acts acts by drivers;

2. Lets say this results in 10,000 close shaves, tyre squealing, heavy braking, swerving etc;

3. There are 1,000 minor collisions where people are shaken up but not injured;

4. In 100 instances people are hospitalised with injuries from which they make a complete recovery;

5. In 10 cases injuries are so severe people are left with permanent impairment;

6. There is one death

In an effort to reduce the mortality rates education and prevention strategies need to be put in place. Educating the youth of today is the first steps towards this aim. At some stage nearly each and every individual will step behind the wheel of a car and need to be aware of where unsafe practices and behaviours will lead them. Together we can make the roads of tomorrow a safer place.

Safe Sex The Only Sex

Strand 3:
Individual and Community Health

Outcome:
5.6 a student analyses attitudes, behaviours and consequences related to health issues affecting young people.


Student Learn About:
> Sexual Health
- sexual choices and their consequences
- planning and managing sexual health


Student Learn To:
- identify and evaluate safe sexual health practices, including methods of contraception


Scope of Task:
Students will interact with picture cards and establish types of sexually transmitted diseases and methods of preventing these infections.


Activity 1:
1. The following images will appear in colour on individual picture cards. On separate cards the names of each disease or preventative measure will be printed.
2. For a class of 20 students, the teacher will rearange students in five groups of four. As a group students will work together to match up the picture card with the appropriate matching text. 3. This activity is a race against time and the other groups. The first group to finish matching the cards with all correct answers wins. When all the groups have finished the correct answers will be reinforced as a class with students giving answers.

PICTURE CARD IMAGES AND TEXT
HERPES
CLAMIDIA
GONORRHEA
SYPHILIS
GENETAL HERPES
SCABIES
SYPHILIS
CONDOM
DENTAL DAM
ABSENCE


Follow Up Question:
List, describe and evaluate three effective measures of preventing STI’s.


Activity 2:
Staying in the same groups students will construct and acronym using the letters STI to inform readers on how to prevent STI’s. For example:
Stop and ask yourself “how many people am I really going to bed with?”
Take yourself and your partner along to the doctor to get a sexual health check up
If it’s not on, it’s not on


Reason For Inclusion:
The above outlined activities have been included not only to educate students about sexually transmitted infections and methods for prevention but also to assist their development of PDHPE skills that can be used across all subject curriculums.
Communication, interaction skills were developed whilst working cooperatively in groups of four for the card game activity. Decision making and problems solving skills were built upon during both activities one and two, where decisions had to be made as to what kind of disease was being portrayed in the image. For the final activity literacy skills were touch on as students created a group acronym.

How can I live a healthy life?

Strand 1:
Self and Relationships

Outcome:
5.6 a student analyses how they can support their own and other’s sense of self.

Students Learn About:
> The interdependence between a sense of self and health and wellbeing
- how a sense of self can impact on health and wellbeing
- how personal health can impact on one’s sense of self

Students Learn To:
- analyse how a positive sense of self can influence behaviour in social contexts relevant to young people.

Strand 3:
Individual and community health

Outcome 5.6:
A student analyses attitudes, behaviours and consequences related to health issues affecting young people.

Students Learn About:
> Mental Health
- understanding mental health
- maintaining connections
> Healthy food habits:
- disordered eating and body image
- diets, dieting, exercise and energy balance

Students Learn To:
- Explore the relationship between body image and gender, and the impact of the media on the manufacture of the ideal male and female types
- Investigate factors that influence food choices. E.g. culture and customs, gender and media

Stimulus:
The media

Scope of Task:
Students will interpret auditory stimuli in the form of internet and magazine images and use it to develop a sense of health and a sense of gender body images. Students will look at different factors affecting a person’s body image (including nutrition and other dimensions of health) and create a visual image of the media's perspective of body image. Students will reflect on their body image and the body image of others, relative to a holistic view of health. Good and poor health practices will be explored.

Activity Outline:
1. Students will view an array of pictures ranging from good health choices to poor health choices.
2. Based on the images viewed and other prior knowledge, students will then answer a series of questions. 3. As a class answers will be discussed and shared. The WHO definition of health is presented as students discover other aspects of health.
4. Students will then interact with print media forms (magazines) and select good and poor nutritional choices and the resultant body image, or the body image that is perceived as norm of the particular gender.
5. These images will be then pasted onto an A3 sheet of paper in either column 1 GOOD HEALTH, or column 2 POOR HEALTH. The images will be shared with the class and choices explained, with related questions to follow.

Activity 1 Online Images:
http://www.allsaintschurchnewport.co.uk/assets/jesus%20on%20the%20cross.jpg http://www.mir.com.my/rb/photography/companies/canon/fdresources/fdlenses/vinpix/swimmer.jpg http://www.dctvny.org/video/stills/PROTV_voices_of_the_homeless.jpg http://newsimg.bbc.co.uk/media/images/39389000/jpg/_39389698_injecting203.jpg http://www.forparentsbyparents.com/images/medical/doctor_jab.jpg http://www.hobotraveler.com/uploaded_images/207-210-todo-moonshine-alcohol-748788.jpg http://img.dailymail.co.uk/i/pix/2007/10_03/obeseG1610_468x306.jpg http://www.abouthealthyfood.com/images/food-pyramid.jpg http://blog.case.edu/james.chang/2007/06/29/bottledwater.jpg

Questions:
1. Describe what health means for you?
2. Share answers as a class
3. Is good nutrition and exercise the only aspect of health?
4. Are there other dimensions? If so, what are they?

World Health Organisation (WHO) 1946:
Health is defined as a complete mental, physical and social well-being not merely the absence of disease.

Activity 2 Cut & Paste:
1. Students are to work in pairs.
2. Each pair is given an A3 sheet of paper to be divided in half by a line. At the top of column 1 student’s are to write GOOD HEALTH, column 2 POOR HEALTH.
3. Student pairs are also given two magazines, which can be circulated and traded with classmates.
4. From the magazine media students are to cut words and images that they perceive to be either good health or poor health, these images can also include norms for male and female body types. Once cut, the images are to be pasted in the relevant column, as decided by the pair.

Follow Up:
1. Students share with the rest of the class why they placed certain images on a particular side. Different types of health are discussed.
2. Stereotypes and norms for what is means to be a boy/girl are discussed. Body image norms in relation to gender are socialized. (e.g. males like to have big muscles, girls want to be tall and skinny).
3. Ideas are circulated about what it means to be a boy or a girl and what physical or other characteristics the media presents as norm, which as a result influences society’s views.
4. Student pairs then swap their health poster with the pair next to them and look at the images they pasted in either the good health or poor health column.

Questions:
1. Is health the same for everyone? Or does it differ for individuals?
2. Define mental health?
3. Explain spiritual health?
4. Explain how the three main dimensions of health (mental, physical and social) interrelate, and give reasoning for your judgements.
5. Share answers as a class

Reason For Inclusion:
The above outlined activities have been included not only to educate students about healthy life choices and body image but also to assist their development of PDHPE skills that can be used across all subject curriculums. Communication and interaction skills were developed whilst working cooperatively in pairs and when sharing thoughts with the entire class. Decision making and problems solving skills were built upon during both activities one and two, where decisions had to be made as to what kind of health an image was portraying and whether or not a stimulus image or text could be classified as good health or poor health.

Obesity; One Consequence of Poor Eating Habits

Strand 3:
Individual and Community Health

Outcome:
5.6 a student analyses attitudes, behaviours and consequences related to health issues affecting young people.

Students Learn About:
> Healthy Food Habits
- disordered eating
- diets, dieting, exercise and energy balance

Student Learn To:
- investigate factors that influence food choices e.g. culture and customs, gender and media

Stimulus:
Better Health Article

Scope of Task:
Students will develop on previous knowledge of healthy food habits and their own interpretations of obesity. They will identify factors that lead to an increased risk of obesity and the risk factors that obesity places on the human body. Students will explore and develop strategies that promote and reduce the occurrence of obesity.

Activity Outline:
1. Students will read a brief overview of obesity from the Better Heath Channel.
2. They will then answer a series of questions related to the article.
3. Students will then calculate their daily calorie intake from the food facts website. After counting their daily intake they will then visit the calorie calculator to calculate their daily needs. Once a few details are entered students can match up the calories and see if they are closely number or outnumbered.
4. Students will then answer final questions based on the calorie calculator.

Activity 1:
As a class students will take it in turns to read the following article aloud: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Obesity?open

Activity 1: Questions
After reading the article titled “Obesity” students will fill in the missing word.
1. Energy consumed form food and drink is measured in ____________.
2. Obesity in Australia is on the ____________.
3. BMI stands for ____________________.
4. Lifestyle diseases are _______________
5. True or false: Obesity can lead to cardiovascular diseases? ___.
6. True or false: Genes can predispose on individual to obesity? ___.
7. True or false: Has modern living and technologies helped increases the rate of obesity in Australia? ___.
8. True or false: Obesity is a preventable lifestyle disease? ___.

Activity 2:
Before going to a computer think of all the foods and drink you consumed yesterday and write them down. In pairs go to http://www.healthyeatingclub.org/info/books-phds/books/foodfacts/html/data/data2a.html.
Using the list of foods you consumed yesterday calculate your average daily kilojoule intake. Record how many kilojoules/calories each food item is worth, then after all food values have been found total the kilojoules.
Compare your results with another group.
Then go to the energy needs calculator and supply a few basic details (age, sex, weight and height) and see if your calorie count matches up with your total. http://www.weightloss.com.au/weight-loss-tools/energy-needs-calculator.htm

Take Home Note:
1. Energy is taken into the body from food
2. Energy is expended in metabolism and physical activity
WEIGHT GAIN occurs when energy intake exceeds energy expended
WEIGHT LOSS occurs when energy intake is less than energy expenditure
WEIGHT STABILITY results when energy intake and energy expenditure are the same.

Finishing Question??
So based on your calorie intake and energy expenditure are you going to lose, gain or have a stable weight based on these facts and figures? In pairs suggest ways in which you can fix your imbalance if you have one.

NOTE: these facts and figures are based on averages and there will be some cases where individual results will differ and hence affect testing results and comparisons.