Kiara Rose Calarco
Lesson Plan
Topic area: Safer Celebrations
Date: Tuesday, 4/8/17
Time: 60 minutes
Outcomes Assessment
Syllabus outcomes Lesson assessment
5.7: a student analyses  Informal
influences on health
decision-making and
develops strategies to
promote health and
safety behaviours
Skill outcomes
5.12: decision-making:
adapts and applies  Questioning
decision making
processes and justifies
their choices in
increasingly demanding
contexts
5.6 Analyses attitudes,
behaviors and
consequences related to
health issues affecting
young people.
PDHPE Curriculum 1a 18041907
Stage of Learner: Stage 5 Syllabus Pages: 37-40
Location Booked: Lesson Number: 1/3
Building E, room 10 (computer lab)
Total Number of students: 24 Printing/preparation:
- Class roll
- Kahoot quiz on health
and risk taking
behaviours
- Cardboard x 12
- Markers x12
- Hat with topics inside
- Powerpoint document
for end quiz
Students learn about Students learn to
• influences on health - Recognise that health
decision-making and decisions and risk
formative risk behaviours behaviours are not
assessment – individual factors, simply an individual
through eg values and responsibility but are
kahoot quiz attitudes shaped by a range of
and – socio cultural influences
powerpoint factors, eg family, - Analyse the range of
true or false peers, gender, influences that impact on
recap quiz culture an individual’s ability to
– political factors, eg behave in healthy and
throughout laws and safe ways in relation to:
the lesson in regulations  mental health
the form of – economic factors,  healthy food habits
class eg personal and drug use
discussions community  sexual health
and recap quiz – environmental  road use
factors, eg
 personal safety
pollution, weather,
 physical activity
built environment
 accessing support
 empowering indivduals
services
and communities
- individual action -Propose and evaluate
- community action strategies that take into
- developing personal account influences on
skills eg advocacy health decision-making,
- developing supportive and support young
environments people to behave in
healthy and safe ways
- identify inequities that
exist in the local
community and propose
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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
actions to address them,
eg homelessness
- identify a key issue for
individual or group
action. Raise awareness
and gather support for
the issue using ICT skills
including a mailmerge
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities • Students are completing the unit ‘safer
Cross curriculum: celebrations’, which covers influences on health
- Aboriginal and Torres Strait Islander and young people
histories and cultures • Students will be applying their knowledge of
General Capabilities: health decisions and behaviours of young people
- ICT: Kahoot quiz and YouTube clips • They continue to apply their knowledge of
- Literacy: brainstorming through posters and influencing factors as they continue to identify and
case study research practice strategies to help minimise harm to
- Critical and creative thinking: role play individuals in relevant contexts such as risk taking
- Numeracy: statistic analysis and health decision making

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge 1.5 Metalanguage
something that requires active construction and requires students to engage in 1.6 Substantive
higher-order thinking and to communicate substantively about what they are communication
learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.3 High Expectations regulation
and explicit expectations and develops positive relationships between teacher and 2.6 Student direction
students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge 3.3 Knowledge integration 3.6 Narrative
and identities, with contexts outside of the classroom, and with multiple ways of
knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Substantive Students experience co-operative learning with their peers in the class room and learn to
communication interact with one another through small group discussions whilst doing their poster activity
as well as their role play. As the teacher, sustained communication is achieved through
initiating class discussions and encouraging them.
Student self- Students are given a task which allows them to demonstrate initiative amongst themselves.
regulation This is shown in the lesson where students are given a choice in terms of who they work
with as well as providing them with decision making opportunities
Background Students are given the opportunity to brainstorm and mind map during the lesson allowing
knowledge for them to build on background knowledge to further demonstrate links between known
and unknown.

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

Time Organisation Teaching and learning actions Centred

T/S
0-5mins Entering the Teacher: Instruct students to unpack their learning T
classroom materials and settle in preparation for
YouTube video an introduction video
Australian - Mark the role
Government - Load introduction video for students to watch
Drinking Ad for - Ask students to identify one risky behaviour that they see in
Under 18’s (60 the video
seconds) - Instruct students to open up the given mind map on the
computers before next activity
Activity: Student: unpack their materials
Students identify one - Watch a 60 second introduction YouTube video on health and
risk behaviour they risk taking behaviour and identify one risky behaviour
observed during the - Open up word document through PDHPE folder on computers
video and read over the given mind map
Resources:
Mind map document - https://www.youtube.com/watch?v=DkScHtrowM8
Hand out - Class roll
- Word document mind map
15 Collaborative Teacher: Ask students to get into pairs and assign them a factor S
minutes brainstorming influencing health decisions to create a poster. Provide an
activity example from the video to get them started
Health decisions and - Collaborate and create an overall class mind map of all the
risk behaviour factors provided from each pair
factors that - Ask students to share their ideas and add them to the board
influence health - Make a copy of the class mind map to hand out to each
student next lesson so each student understands all factors
Class discussion - Factors to allocate to pairs include
Add ideas to a class  Socio-cultural, environmental, economic,
political and individual
mind map and
- Their posters should demonstrate real life examples about
elaborate on some
their given factors
points to relate
Student: Find a partner that they haven’t worked with before and
them to real life brainstorm ideas to create a poster mind map to address the
situations such as; assigned factor
does the indigenous - One by one, share ideas with the rest of the class to create an
community overall mind map addressing all 4 factors
experience more or - Whilst presenting the ideas to the class, relate at least one, to
less risk a real-life situation
Resources:
- Poster materials (markers, cardboard)
- Class mind map document for next lesson
10 Kahoot quiz Teacher: instruct students to log onto the computers in the T
minutes -I have a good computer lab and access the Kahoot.it quiz
understanding of - Provide students with the PIN: 559312
health promotion and - Lead the collaborative quiz by reading out each question
disease prevention. - Collect the survey answers at the end and discuss the
-I regularly practise numerical results with the class
health-enhancing - Display results on the screen for the whole class to see and
behaviours that pose the question to the class ‘ why do you think the class is
reduce my health more likely to participate in risk taking situations? Or why
risk. not?’ depending on the results
-I have strong Student: log onto computers and access the kahoot.it quiz
decision-making skills - Type in the PIN: 559312, make a nickname and begin the quiz
when it comes to my - Analyse the results and formulate reasons as to why the class
health. may or may not be risk takers

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
-I am a good advocate - Formulate strategies as a class to improve on these
for health – I promote behaviours
good health for Resources:
myself, my family and - https://play.kahoot.it/#/k/79b7ed60-73e2-4a27-8fda-9a5ec6ae70d0
community.
-I consider that health Cater for diverse students by allocating them more time for the
choices are not only quiz
individual but can be
influenced by other
factors.
-I consider the
influences of the
media, technology
and culture on health.
-I consider that other
factors influence my
health decisions and
risk behaviours such
as individual,
economical, political,
social-cultural and
environmental.

Discussion
Analyse and
formulate strategies
as a class to change
or improve the
results of the class
behaviour
Case Study activity Teacher: organise students into groups of 4 based on the first S
Students are letter of their last name and get students to pull a topic out of a
25 organised into groups hat that they need to research:
minutes
of 4 and are assigned - binge drinking
a topic that they must - peer pressure
then research based - drink driving
on health decision - drug use
making and risk emphasis to students that they need to present the variety of
behaviour influences that played a role in the outcome
- provide an example of a strategy to the class that may
Role Play prevent speeding
Each group presents - walk around to each group and provide help if needed and
their topic and case ensure all students have been allocated a role to do
study to the class Student: required to create a 1 minute role play scenario based on
along with their their topic and chosen case study that covers these 4 questions
chosen preventative 1. how did it happen?
strategies through 2. what happened?
the use of role play 3. what influenced the situation to occur?
4. are there any strategies to help prevent the situation?
Student roles: victim, - Research the case study as a group, address all 4 questions
risk taker, strategical and then present it to the class in the form of a 1 minute role
person and risk taker play.
influencer - Allocate each team member a role in the presentation
Resources: Case study internet resources:
 http://Ninemsn.com.au
 http://ten.com.au
 http://au.yahoo.com
 http://www.dailytelegraph.com.au

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
 http://abc.com.au
- Hat and topics on pieces of paper

5 Recap activity Teacher: Load PowerPoint presentation on the projector and T

minutes PowerPoint instruct students to stand up
presentation with - Inform students that this is a picture based true or false quiz
different pictures - Instruct students to put their hands on their head for truth or
assessing what hands behind their back for false
they’ve learnt. - Allocate 20 seconds per question to allow time for students to
Students answer T/F decide
with hand actions to
answer each question Student: stand up and prepare for a T/F quiz
- Answer with hand actions. Truth being hands on head and
Powerpoint False being hands behind the back
questions - Answer with the knowledge of what you’ve learnt in the
Slide 1: this lesson
advertisement is an Resources:
example of drink - PowerPoint presentation handout document attached
driving ?
Slide 2: this is an
example of peer
pressure behavior?
Slide 3: this is an
example of a socio-
cultural factor
influencing health?
Slide 4: is this an
example of a strategy
aimed at binge
drinking
Slide 5: casual drug
use has no impact on
health

Reflection

In creating this lesson plan, I have found it highly valuable as I’ve been able to experience
how it would feel to run a lesson or multiple lessons. I’ve been able to understand how to
structure activities, time my lessons and organise students to make sure the lesson flows.
It’s also been a learning curve to design activities that cater for all students learning abilities
as well as differentiating certain activities to meet needs of the classroom.

Overall, I found this lesson more challenging than I initially thought it would be as I haven’t
had much experience in doing lesson plans. Trying to present interesting and engaging
activities as well as being mindful of time constraints pose as a challenge, however, it
turned out to be very valuable.

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.7: a student analyses Observing students level of engagement and participation in
influences on health creating posters and mind maps. The involvement throughout
decision-making and class discussions and role play activities as well as surveyed
develops strategies to results at the end of the kahoot quiz.
promote health and
safety behaviors
5.12: decision-making: Through brainstorming and mind mapping, students are further
adapts and applies encouraged to share their thoughts and ideas collaboratively
decision making with justifying responses.
processes and justifies
their choices in
increasingly demanding
contexts
5.7 Analyses attitudes, Students express feelings and opinions relating to the topic at
hand through participating in class and group discussions with
behaviors and consequences
their peers. Involvement through brainstorming allows for
related to health issues affecting
further understanding in the lesson.
young people.

Other considerations

Graduate Standards Evidence within this lesson

3.4 Select and use resources:
Demonstrate knowledge of a
range of resources, including
ICT, that engage students in
their learning
4.1 Support student
participation: Identify strategies
to support inclusive student
participation and engagement
in classroom activities.
2.5 Literacy and numeracy
strategies: know and
understand literacy and
numeracy teaching strategies
and their application in teaching
areas.
Students are engaged in a number of ICT activities
throughout the lesson to further enhance learning.
Through the use of a kahoot survey, students can interact
and engage in an online quiz to answer questions based
on the learning content to then further analysis the
results.
Students have the choice in choosing their roles in the
role play activity. They also participate and interact in
small group activities such as brainstorming and
researching before they then move into bigger situations
involving the whole class.
Students are able to develop their literacy skills by
researching case studies on different data bases that are
provided to them. they are also able to develop their
numeracy skills through analysing data presented
through a kahoot survey as a class to develop deeper
knowledge.

WHS
When presenting this lesson, as a teacher, it is important to be aware of students bags that
may present as a trip hazard whilst monitoring the classroom. Also, be aware of any cables
or chargers lying around which may also present as further trip hazards. Care should be
taken when handling computers as power points and cords are subject to harm if played
with or altered.

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
Resources Attached:
Resource 1: Word document mind map

Individual
factors
(e.g. values
and attitudes

Environmental Economic
factors (e.g. factors (e.g.
pollution, personal and
weather, Influences community
facilities) finances
on health
decision-
making

Socio-cultural
Political
factors (e.g.
factors (e.g.
family, peers,
regulations
gender,
and laws)
culture)

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
Resource 2 (PowerPoint quiz)

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

Lesson Plan

Topic area: Safer Celebrations Stage of Learner: Stage 5 Syllabus Pages: 37

Date: Wednesday, 5/8/17 Location Booked: Lesson Number: 2/3

Building E, room 10 (computer lab)
Time: 60 minutes Total Number of students: 24
Printing/preparation:
- Kahoot recap quiz
- ABC news report
- Palm cards and pens
- Completed class
mind map

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • drug use • examine the
5.6 A student analyses - Informal – effects on consequences of
attitudes, behaviours formative relationships alcohol use on the
and consequences assessment – effects on individual and
related to health issues through kahoot community community
affecting young people. and recap quiz – marketing strategies
• investigate
- Questioning and the media
marketing strategies
Skill outcomes through – influences on
and media
5.15: devises, justifies powerpoint alcohol use and
influences
and implements plans presentation binge drinking
associated with
that reflect a capacity to and provided – influences on
tobacco and alcohol
prioritise, think worksheets cannabis use
creatively and use – polydrug use • describe the short-
resources effectively – other illicit drugs, term effects and
eg opiates, long-term
5.12 adapts and applies hallucinogens, consequences of
decision making psychostimulants illicit drug use on
processes and justifies – consequences of the individual and
their choices in illicit and community
increasingly demanding unsanctioned drug
contexts use

Cross Curriculum themes & General
capabilities
Cross curriculum:
- ATSI histories and cultures
General Capabilities:
- ICT through kahoot and prezi
Explicit subject specific concepts and skills
• Students will be applying their knowledge of
health decisions and behaviours of young people
• They continue to apply their knowledge of
influencing factors as they continue to identify and
practice strategies to help minimise harm to
individuals in relevant contexts such as drug use

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
powerpoint
- Literacy through assigned worksheets
- Numeracy through police report
worksheet
- Critical and creative thinking: class debate

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge 1.5 Metalanguage
something that requires active construction and requires students to engage in 1.6 Substantive
higher-order thinking and to communicate substantively about what they are communication
learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.3 High Expectations regulation
and explicit expectations and develops positive relationships between teacher and 2.6 Student direction
students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge 3.3 Knowledge integration 3.6 Narrative
and identities, with contexts outside of the classroom, and with multiple ways of
knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Problematic knowledge Different perspectives are explored though the use of a class debate. Students
are encouraged to express perspectives on a given topic. Open-ended activities
are shown through the class discussion on categorising individual and community
effects on alcohol use
Social support Students are encouraged to support each other in demonstrating initiative
through a group presentation. Co-operative learning is emphasised throughout
the planning process of the presentations and providing a sharing attitude
amongst team activities
Inclusivity Students are encouraged to participate throughout the entire lesson when
conducting tasks. Allocation of roles in the advertisement group activity is
achieved to involve all students equally.

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
Time Organisation Teaching and learning actions Centred
T/S
0-5mins Get students to Teacher: tell students to collect their mindmap as well as signing T
collect the previous their name off once collected
lesson class Write the quiz pin: 307500 on the board and instruct students to log
mindmap and as onto kahoot to enter
they collect, sign - Hand out class mind map from previous lesson
there name off for - Read out each question as well as all 4 options and wait for
attendance students to answer
Recap from last - Assess results at the end for future knowledge
lesson - ask students if they found any particular question/s difficult to
Quick quiz answer
involving Student: enter the classroom and log onto computers for the kahoot
interactive quiz with the pin: 307500
kahoot.com. access - engage and interact in the online quiz to answer the recap
through quiz pin as questions
soon as students - ask the teacher if there were any problems regarding the content
enter the of the questions and ask for extra assistance after class if needed
classroom Resources:
Quiz questions - Completed word document of previous lesson mind map
-which one of these - Kahoot quiz: https://play.kahoot.it/#/k/17110e43-0838-486a-
is not one of the 5 adbc-3aa8980de975
influences on
health-decision
making
-Which one of
these is a risk
taking behaviour
-This campaign is
an example of what
risk taking
behaviour?
-Is it true that
casual drug use
doesn’t affect your
health?
-Binge drinking is
considered ok as
long as you don’t
drink and drive
10 Introduction to Teacher: introduce the topic of drug use by asking students if they S
minutes drug use: open have seen or heard of any recent media stories regarding
discussion consequences of alcohol use
Examples of - start off by providing an example if students can’t think of
recently media anything from the ABC link
situations involving - Extend the class discussion to analyse the individual and
the consequences community effects through a self regulated worksheet
of alcohol use - Hand worksheet and a dice to every student
Class worksheet - Assist any students who don’t understand or need help
Complete risk - Inform early finishes that they can either help another student or
profile police compare their report with another person
report on alcohol - Collect all reports at the end of activity
use on worksheet Student: think of any recent media stories regarding consequences
handed out of alcohol use and share it with the class
- Complete provided police report profile worksheet on alcohol
Provide diverse use
students with a - Roll dice provided and circle the number to every category that
simplified version

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
of the worksheet corresponds to number rolled
- Ask for assistance if something isn’t understood
- If finished early, help other students who are struggling or share
results with others
Resources:
- http://www.abc.net.au/news/2015-10-09/australias-binge-
drinking-culture-puts-mental-health-at-risk/6818970
- Worksheet attached
- Dice
10 Activity break: The Teacher: pair students up based on a buddy system S
minutes chat - advise students that they will be partaking in a ‘chat’ activity
Students get into where they chose a scenario card and provide either a
pairs and each pair positive or negative outcome
gets a scenario - walk around to each pair and assist students and prompt
card. Based off the them with ideas if needed
scenario given, one - ask students why they have chosen their positive or negative
person from the response to the situation
pair will provide a
- if pairs finish early, ask them to come up with another
positive outcome
scenario and swap roles
to the situation and
Student: find a buddy and pair up
the other will
- pick a scenario and read it with your partner
present a negative
- provide either a positive or negative outcome to the situation
outcome.
and discuss why you chose it
Allows students to
- if finished early, swap roles and make up your own scenario
understand
Resources:
different
- Scenario card document attached
perspectives and
further teachers
them how to
respond to real life
situations
15 Class debate Teacher: Advise students they will be partaking in a class debate on S
minutes Allocate a topic tobacco and write the topic statement on the board
statement for the - Split the class up into 2 even groups by numbering them 1 or 2
students to debate - Allocate them 5 minutes to prep their side of the argument as a
about. A cone toy is group
an indicator of who - Facilitate the debate by providing the speaker at the given time
can talk at a given with a toy cone and allowing all students to express their view
moment. - Inform students that they are only allowed to speak if they have
Topic statement: the cone
should tobacco - Tell them that they are allowed to write down further rebuttals
companies be during the debate
allowed to put Student: research topic statement provided on the internet in your
plain packaging on given group
their product? . - Assign roles to peers such as speakers, note takers.
- Write down any research found for the debate
- Prepare as a group to express perspectives and ideas
Resources:
- Toy cone
- Palm cards and pens

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
15 Advertisement Teacher: Instruct students to make a group of 4 with another pair
minutes activity from the previous activity.
In groups of 4, - Provide an example of a previous alcohol ad via YouTube link:
students research a Carlton Draught (very big ad)
pre-existing alcohol - Advise students to find one of their own and create an
ad that is interactive prezi to present to the class
advertised on TV or - Walk around to each group and assess their process
radio and present - Write both questions up on the board and inform students
findings through that’s what they are expected to answer all 3 questions in
using a prezi their presentation
presentation
- Tell students that they must put the think to their ad camping
covering:
in their presentation for the class to watch
-What marketing
- Provide a open question time at the end of each groups
strategies does the
company use to sell
presentation for further understanding
the product? Student: find another pair from the previous activity and make group
-Who is the target of 4
market? - Research a campaign ad relating to alcohol as a group and watch
-Do you think it’s a their ad or listen to their radio audio
good ad? Why/why - Create a prezi powerpoint
not? - Present the prezi to the class
- Ask if there are any questions regarding the presentation
Resources:
- https://prezi.com/
- https://www.youtube.com/watch?v=Mv5U0W8FDDk
5 Conclusion recap Teacher: instruct students to stay in their groups of 4 and construct 5 S
minutes Students stay in questions on what they learnt this lesson
their groups of 4 - Inform students that the questions must include one of the
and construct 5 following; true or false, multiple choice or yes and no
questions for - Tell students once they are done to pass on their questions to
another group to their chosen group of 4
answer about the - Walk around to monitor work and assist any groups which may
things they learnt be struggling
in this lesson - Tell students they must mark each others work and hand it to the
teacher at the end
Student: construct 5 questions as a group from each of the following
style of questions; true or false, multiple choice or yes and no
- Pass on selected 5 questions to another group of 4 and answer
each other’s questions
- One swapped, pass back and mark each other’s work
Resources: pieces of paper and pens

Reflection

I found this lesson plan to be a lot easier than the first one. As you complete a lesson plan
for the first time It can be seem to be confusing and difficult at first as well as complicated.
However, as I continued to write the second lesson plan, I found it to be more enjoyable to
write and less difficult. I found myself also progressing a lot quicker and understanding all
the components better which made it easier to complete.

Overall, as I progress, it becomes a more comfortable routine to get into and therefore a lot
more understandable and straight forward rather than complicated.

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.6 A student analyses Through class self-regulated worksheet and ‘class chat’
attitudes, behaviours activity, students are encouraged to assess attitudes and
and consequences behaviours related to health issues
related to health issues
affecting young people
5.15: devises, justifies Through class debate students are provided with an
and implements plans opportunity to plan and reflect on situations that enforce
that reflect a capacity to creative thinking whilst also implementing resources to
prioritise, think assist in this learning
creatively and use
resources effectively
5.12 adapts and applies During the class debate, students show and demonstrate
decision making decision making traits and it allows them to question their
processes and justifies choices regarding the content
their choices in
increasingly demanding
contexts

Other considerations

Graduate Evidence within this lesson

Standards
2.2 Content The lesson is structured in a way that flows and has a sequence where
selection and students are learning effectively and efficiently
organisation
4.2 Manage Students are given clear instructions on what’s expected from them for
classroom each class activity
activities
5.1 Assess Informal and formal assessment is demonstrated through kahoot quizzes
student and presentations where students responses allow for knowledge on
learning understanding

WHS
During this lesson, bags, charges and cables all pose as hazards when observing and
monitoring progress with students. Having students put their bags under the table or
outside the classroom helps this issue. Also, throughout the debate, if students get heated
then tables and chairs may also present as a hazard and may result in injury. To assist in
this, provide an open space where chairs and tables are moved to the sides.

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Kiara Rose Calarco PDHPE Curriculum 1a
Resources Attached:
Resource 1: scenario cards.
A friend informs you that
their parents were drinking
last night so they thought
there would be no harm in
trying some of the drinks that
they had left out. They also
tell you that they aren’t
feeling very well today and
they feel under the weather.
You catch your friend with a
cigarette in his hand outside
of school grounds and tries to
hide it to avoid the situation.
You catch yourself tempted
to ask if it was a cigarette.
It’s finally Friday and some
friends have invited you to a
bonfire. You tell your parents
you are going there to study.
After they drop you off, your
friend’s brother picks you two up friend starting to use drugs and
and you all head to the bonfire. there is a definite distance in
He is drinking a beer when you
get in the car. You then get
offered a drink from your friend.
18041907
One of your classmates invites
you to a house party but fails to
tell you that there will be alcohol
available for underage drinking.
You find yourself in a peer
pressure situation where you are
offered drinks by your other
classmates. You don’t want your
parents to pick you up because
you might get in trouble.
You notice unusual behavior in
your younger brother and he
seems to be zoning in and out of
conversations. You become
curious and search his room to
find a stash of alcohol in his
draw. You’re wondering whether
you should tell your parents or
not
Your best friend just started
dating this new girl. You know
this girl is into drugs and have
even seen her passed out at
parties before. You notice your
your friendship.
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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

Resource 2: police profile and report

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Kiara Rose Calarco
Topic area: Safer Celebrations
Date: Thursday, 6/8/17
Time: 60 minutes
Outcomes Assessment
Syllabus outcomes Lesson assessment
5.6: A student analyses - Informal
attitudes, behaviours and
consequences related to
health issues affecting
young people.
Skill outcomes
- Questioning
5.15: Devises,
justifies and
implements plans
that reflect a
capacity to
prioritise, think
creatively and
use resources
effectively.
PDHPE Curriculum 1a 18041907
Lesson Plan
Stage of Learner: Stage 5 Syllabus Pages: 38
Location Booked: Lesson Number: 3/3
Building E, room 10 (computer lab)
Total Number of students: 24 Printing/preparation:
- Word splash worksheet
x24
- Get the facts worksheet
X24
- Summary of group reports
Students learn about Students learn to
• road safety • propose and present
– responsible driver strategies designed
formative and passenger to promote safe
assessment behaviour, eg road-use attitudes
through word minimising and and behaviours
splash and removing driver
• use simulation
report task distractions such as
software to make
handheld and
health decisions and
through hands-free phones
solve problems
presentations and other electronic
relevant to young
and recap devices, loud music
people, eg
activity and number of
determining
passengers
strategies that
– factors influencing
promote safe road
road-use behaviour
use
– major causal factors
in road and traffic • describe priority
related injuries, eg actions and first aid
human (speeding, management in the
drug use, fatigue, case of road injury
occupant restraint), and trauma
environmental,
vehicular
– consequences of
unsafe road-use
behaviour
– skills and attitudes
that support safe
road behaviour, eg
removing
distractions, task
focus when driving,
hazard perception,
road sharing and
tolerance
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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities • Students will be applying their knowledge of
- ATSI histories and cultures health decisions and behaviours of young people
General Capabilities: • They continue to apply their knowledge of
- ICT: prezi powerpoint influencing factors as they continue to identify and
- Literacy: research and worksheets practice strategies to help minimise harm to
- Critical and creative thinking: role play individuals in relevant contexts such as road safety
- Numeracy: through facts activity
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge 1.5 Metalanguage
something that requires active construction and requires students to engage in 1.6 Substantive
higher-order thinking and to communicate substantively about what they are communication
learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.3 High Expectations regulation
and explicit expectations and develops positive relationships between teacher and 2.6 Student direction
students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge 3.3 Knowledge integration 3.6 Narrative
and identities, with contexts outside of the classroom, and with multiple ways of
knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.1 Deep The students experience connectedness amongst lessons whilst being provided with
knowledge relevant resources, revision questions and multi-media outlets to perform tasks.
Students achieve these through research reports, presentations and recap activities
2.4 Social support Students are provided with group work such as the facts activity to encourage one
another and support in achieving the same goal
3.5 Connectedness Students perform their campaigns that would further be shown at future road safety
events as well as searching the internet to work through the RTA website

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 Kiara Rose Calarco
Time Organisation
0-5mins Recap activity
1. What is a consequence of
alcohol use
2. Identify one illicit drug
3. Name one affect of that illicit
drug
Word splash
Find a word with key road safety
terms to introduce students to the
topic. Any words that students do
not understand, they can ask the
teacher for clarification
15 Research task
minutes Students receive an illicit drug to
research and must answer these 5
questions
1. what are the effects on
individual
2. what are the effects on the
community (ATSI
communities)
3. what are the consequences
4. what are strategies to
minimise harm
5. are there any support
networks to contact
Present reports in a summarised
form
20 Introduction to road safety
minutes Search the RTA website, navigate
the website and design a campaign
to promote road safety rules
PDHPE Curriculum 1a 18041907
Teaching and learning actions Centred
T/S
Teacher: mark the roll whilst students complete T
revision questions
write 3 revision questions on the board for students
to answer when entering the classroom
- Instruct those students who finish earlier than
others to complete the word splash handout
provided upon arrival
- Assist any students who struggle with the
revision questions when walking around the
class
Student: enter the classroom and address the 3
questions on the board
- Ask for assistance if any questions appear to be
difficult
- When finishing revision questions early,
attempt word splash as an introduction to the
topic of road safety
Resources:
- see attached road safety word splash
Teacher: students get into groups of 4 with people S
they haven’t worked with yet and access the web
link below on the provided computers
- Allocate each group an illicit drug to do their
research task on
- Instruct students to construct a report on their
specific drug which should include statistics
- Tell students to allocate roles in their group
based on the questions
- Get students to present their report to the class
in a summarised form
- Walk around to each group and assess progress
as well as assisting in any problems or ideas
- Grab a copy of everyone groups summary and
put it together for the students to have in their
notes
Student: form groups of 4 with peers you haven’t
worked with before
- Allocate each member a question and job in the
report
- Research and answer all questions based on the
drug allocated
- Create a summary in your group of the report
and present it to the class
Resources:
- http://adf.org.au/drug-facts/
- Summary of every groups report
Teacher: instruct students to open up the RTA S
website that is provided to them
- Tell students to navigate the website and in
particular, a driving program, on their own with
focus on the rules and regulations
- Inform the students they need to design a
campaign in groups of 3 based on the program
with the information they are provided with on
the website
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 Kiara Rose Calarco
15 Worksheet: get the facts
minutes An activity based on students
receiving a question or answer card
from a lucky dip and then having to
find their matching card with
another student.
Discussion
Once students have found their
matching card they must then
discuss their question and answers
with one another.
Then come together as a class and
clarify or address any questions that
the students have
5 Recap
minutes Students write down one thing they
learnt, one thing they found
interesting and one thing they are
still unsure about. Those unsure
answers will be collected and
addressed next lesson
Homework
Read up on an unsafe road use
behaviour and link it to their
consequences in the form of a
mindmap and bring it to the next
class
PDHPE Curriculum 1a 18041907
- They can either choose to use role play or an
online poster
- Monitor groups as they work on their
campaigns and assist if needed and question
them on their choices
Student: open up the RTA website provided though
the link
- Navigate the website with focus on adriving
program
- Design a campaign based on the program in
groups of 3 chosen by the students with either
a role play or online poster
- Make it interactive and interesting
- Present it to the class
Resources:
- http://www.rms.nsw.gov.au/
Teacher: create a lucky dip with question and
answer cards
- go around to each student and ask them to
select their cards from the hat
- instruct students to then walk around the
classroom and find their matching card
- encourage the students who find their match to
discuss their cards with each other
- once all students have found their match, bring
the students together for a class questioning
where students can address any
misunderstandings that they have
Student: select from the lucky dip and read given
card
- search the room for other student cards that
may be a match
- once match is found, discuss the information
provided with your pair
- come together for a class discussion and
present any questions or problems
Resources:
- ‘get the facts’ worksheet attached
- ‘get the facts’ cards
Teacher: instruct students to write down one thing
they learnt, one thing they found interesting and in
and one thing that they might still be unsure about
that will be placed in a box at the front of the class
- ensure students their unsure questions will be
looked over and addressed in the next lesson
and read out anonymously
- write down the homework task on the board
and advise student that they need to bring it to
the next lesson
Student: take time to think about what they’ve
learnt in the lesson
- write one thing that was learnt, one thing that
was found to be interesting and something that
raises gaps in knowledge
- place all anonymous cards in a box at the front
- write down the homework task
Resources:
- students unsure knowledge question cards
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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

Reflection

In concluding the 3rd lesson plan, I have learnt a considerable amount about planning
a class lesson for PDHPE students. The required effort and time taken to write
detailed activities and worksheets is a time-consuming process, however, highly
rewarding. I would definitely feel more confident now in creating lesson plans as I
feel more knowledgeable in creating content to achieve syllabus outcomes

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.6: A student analyses Reporting and presenting behaviours and attitudes throughout
attitudes, behaviours and the lesson Is shown as well as understanding and questioning
consequences related to the consequences of these behaviours from particular
health issues affecting scenarios
young people.
5.15: Devises, Through the use of a campaign, students demonstrate
justifies and effective plans and strategies to conduct a task as well as
implements plans thinking creatively in order to design and implement this type
that reflect a of resource effectively
capacity to
prioritise, think
creatively and
use resources
effectively

Other considerations

Graduate Evidence within this lesson

Standards
5.2 provide Students are given feedback when provided with open questioning type.
feedback to The teacher is able to assess where the students are at with either their
students on recap questions at the beginning or their conclusion activity towards the
their learning end. Feedback is provided with teacher monitoring which as well is seen
throughout the lesson
4.1 support Students are constantly being challenged as well as encouraged to
student participate in varying activities across the lesson in order to achieve full
participation engagement. This is seen through getting all student up and about in the
facts activity as they know that they have to find their match. Knowing that
they have a role and need to fulfil it is encouraging for students

WHS
Apart from the usual cables, student bags and chargers, students may also bump
into one another when performing active class activities. They also might be subject
to sharp objects such as scissors and playing around with power points in the
computer lab can be harmful.

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
Resources Attached:
Resource 1 word splash:

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
Justification

The three lesson plans that have been created are based off the unit ‘Safer
Celebrations’. Students are expected to apply their knowledge and understanding of
health decisions and behaviours of young people as well as influencing factors to
identify practice strategies in reducing harm to individuals in given contexts. The
activities chosen for the first lesson revolved around influences on health decision
making and risk behaviours, whereas, the remaining two lessons explored drug use
and road safety.

Each of these lessons were designed to meet the outcomes from the Stage 5 syllabus
The unit covers a range of outcomes including 5.7: a student analyses influences on
health decision-making and develops strategies to promote health and safety
behaviours, and 5.6: A student analyses attitudes, behaviours and consequences
related to health issues affecting young people (Board of studies, 2009). The first
lesson focuses mainly on the statement ‘factors influencing health decisions’ where
students aim to address these issues and relate them to real life situations.

All three lessons aimed at incorporating multiple cross curricular themes and general
capabilities. The capabilities aimed at creating quality lessons for the students with
high levels of engagement and participation. An example of the capability of ICT was
used through the use of an interactive online kahoot quiz. This form of ICT allows
students to partake in a quiz that facilitates learning through revision and questioning.
Using computer based activities, such as a quiz, to deliver relevant content, produce
higher engagement and knowledge retention to suit all diverse learners (Macedo-
Rouet, et al., 2009). As well as capabilities, the lessons also implement cross
curriculum themes such as Aboriginal Torres Strait Islander histories and cultures.
This is addressed where students are able to question and contrast the different
community experiences in the first lesson. This allows for deeper understanding in
varying communities whilst also addressing the syllabus content (Lowe &
Yunkaporta, 2017).

These lessons also aims at achieving lesson skill outcomes for students to complete.
These skills include; 5.12 decision-making and 5.12 devises, justifies and implements
plans that reflect a capacity to prioritise, think creatively and use. Applying the

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
syllabus outcome in a lesson is one thing, but producing activities that focus on
students skills such as ‘decision making’ allow for enhancements in learning (Osam,
& Balbay, 2004). Evidence is shown in the first lesson where students are asked to
conduct a role play exercise where they show decision making skills in their roles,
topic and presentation.

A cooperative learning approach is implemented in all three lessons to ensure all

students have an equal opportunity to share and reflect with their peers regarding
health decision-making and risk taking in the first lesson, and drug use and road
safety in the subsequent lessons. This involves promoting student learning and higher
level of thinking as well as developing social and educational benefits (Gillies,
Ashman & Terwel, 2011). An example of cooperative learning in multiple lessons
include role play scenarios, class debates and class brainstorms where students
continuously share perspectives and ideas to enhance their learning. Small groups are
known to be informal and conversational as well as encouraging environments for
students to raise questions (Coll, Rochera & de Gispert, 2014).

The quality teaching framework is intended to develop the and impact each
consecutive lesson. It gives teachers a pedagogical aspect where they can reflect and
analysis their strategies and practices. For the three provided lesson plans, the
teaching framework was utilized to enhance and develop quality teaching practices
within the classroom. Students were encouraged to use ‘self-regulate’ qualities to
encourage high order thinking in brainstorming tasks. They were also challenged to
show social support with their peers whilst applying deep knowledge. Showing
support to other students through group tasks such as presentations and role play,
allows learning environments that are encouraging and connected. Deep knowledge is
a quality that slowly develops amongst the students towards the end. They are able to
participate in more challenging tasks such as a debate to reinforce higher order
thinking. (Mishra, & Koehler 2006).

Bloom’s taxonomy facilitates learning through various strategies that ensures

curriculum is differentiated to meet the needs of diverse students in the classroom. It
ensures that cognitive processes are direct and lead to higher levels of critical and
creative thinking. Students are provided with the opportunity to enhance their
knowledge by participating and involving themselves in different communication

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Kiara Rose Calarco PDHPE Curriculum 1a 18041907
styles that cater to them and allows them to access pathways to end up at the same
common objective as other students. (Noble, 2004).

Students, throughout the lesson, engage in high order thinking as teachers are
encouraged to question the students during activities as well as recap quizzes to make
sure understanding of the content is known. Without assessment or facilitation,
teachers wouldn’t have any knowledge or form of evidence as to the progress of their
students in understanding the content. Teachers are able to observe and engage in
student learning by monitoring the progress during worksheets or computer activities.
Questions related to student choice allows the student to think deeper in what they are
learning and how’ll they’ll achieve their outcome.

Furthermore, all three lesson plans achieved a cooperative learning approach which
link in to bloom’s taxonomy. The lesson plans all incorporate ICT, numeracy and
literacy, to further enhance student participation and engagement in the classroom
whilst also catering to diverse learners. Through facilitating and assessing students’
progress, teachers are provided with their students’ overall knowledge and
understanding on the content. In doing so, not only are teachers adopting varying
strategies to their practices, but also, providing a supportive classroom that facilitates
deep knowledge and understanding.

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 Kiara Rose Calarco PDHPE Curriculum 1a 18041907

References

Akkoç, H. (2015). Formative questioning in computer learning environments: a

course for pre-service mathematics teachers. International Journal Of
Mathematical Education In Science And Technology, 46(8), 1096-1115.
http://dx.doi.org/10.1080/0020739x.2015.1031835

Active Outcomes 2 - Sample work program. (2014). Jaconline.com.au. Retrieved 7

August 2017, from
http://www.jaconline.com.au/activeoutcomes/active2/sampleunits.html
Australian Curriculum and Assessment Reporting Authority. (2014). F-10 curriculum:
General capabilities in the Australian curriculum. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/overview/general-
capabilities-inthe-australian-curriculum
Children's Road Safety Activity Sheet. (2013) (pp. 1-2). Retrieved from
http://www.bhamsouthcommunitysafety.co.uk/wp-
content/uploads/2015/03/Road-Safety-Word-Search.pdf
Coll, C., Rochera, M., & de Gispert, I. (2014). Supporting online collaborative learning
in small groups: Teacher feedback on learning content, academic task and social
participation. Computers & Education, 75, 53-64.
http://dx.doi.org/10.1016/j.compedu.2014.01.015
Drug Facts | Learn About Drugs, What It Is & Its Effects | ADF. (2017). ADF - Alcohol
& Drug Foundation. Retrieved 7 August 2017, from https://adf.org.au/drug-facts/
Gillies, R., Ashman, A., & Terwel, J. (2011). The teacher's role in implementing
cooperative learning in the classroom. New York: Springer.
Home. (2017). Roads and Maritime Services. Retrieved 6 August 2017, from
http://www.rms.nsw.gov.au /
Macedo-Rouet, M., Ney, M., Charles, S., & Lallich-Boidin, G. (2009). Students’
performance and satisfaction with Web vs. paper-based practice quizzes and
lecture notes. Computers & Education, 53(2), 375-384.
http://dx.doi.org/10.1016/j.compedu.2009.02.013
Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-
1054. http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x

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Noble, T. (2004). Integrating the revised bloom's taxonomy with multiple intelligences:
A planning tool for curriculum differentiation. Teachers College Record, 106(1),
193-211. http://dx.doi.org/10.1111/j.1467-9620.2004.00328.x

Passanger Safety. (2013) (pp. 1-134). Retrieved from

http://www.sdera.wa.edu.au/media/1265/passenger-safety-yr-6.pdf
Scott, K. (2017). Alcohol 'causes more harm than all drugs combined'. ABC News.
Retrieved 7 August 2017, from http://www.abc.net.au/news/2015-10-
09/australias-binge-drinking-culture-puts-mental-health-at-risk/6818970
Teacher Resource. (2015). Influences on our health decision making and risk
behaviours. Retrieved 9 August 2017, from
https://andrewprivett.wordpress.com/syllabus-outcomes/
Vanci Osam, U., & Balbay, S. (2004). Investigating the decision-making skills of
cooperating teachers and student teachers of English in a Turkish
context. Teaching And Teacher Education, 20(7), 745-758.
http://dx.doi.org/10.1016/j.tate.2004.07.003
Lowe, K., & Yunkaporta, T. (2017). The Inclusion of Aboriginal and Torres Strait
Islander content in the Australian National Curriculum : a cultural, cognitive and
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http://hdl.handle.net/1959.14/1117468

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