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TOPICS & ACTIVITIES
MODULE FOUR
ALCOHOL AND THE DEVELOPING BRAIN
Years 7 & 8 Band, Health & Physical Education
FOCUS AREA:
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Alcohol & Other Drugs
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Food & Nutrition
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Mental Health & Wellbeing
LESSON PLAN:
Alcohol and the developing brain - 45 minutes
TOPICS:
1. Facts about alcohol and the developing brain
2. How alcohol affects the developing brain
Close - Portfolio/homework allocated
SUGGESTED SESSION TIME ALLOCATIONS:
20 minutes
20 minutes
5 minutes
NOTE ON FLEXIBILITY:
Teachers may prefer to allocate 2 or more 45 minute sessions to this module, to allow students more time to respond online and re-watch videos. This would be particularly relevant, if additional, longer-term projects were determined as useful to consolidate and share knowledge and findings in the wider community.
ALCOHOL AND THE
DEVELOPING BRAIN
Introductory Notes:
It is important for teachers & facilitators to understand that social and emotional learning fosters the ability to make positive choices about how we behave. As teens, students need to build up the ‘tool kit’ of life skills to strengthen their decision-making skills.
These include:
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self-awareness
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self-concept
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social awareness
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social management
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critical thinking
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problem solving
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reflecting & analysing
These can be incorporated through the segment via online group discussion. Additionally, when face to face group opportunities present themselves use may be made in pedagogy such as role-play, debating, presentations at assemblies, and local community groups. Teachers will also know that our experiences and actions affect the way our brains develop and positive role models and interactions from family members and others such as club leaders, coaches, teachers, friends and social groups.
Quality feedback, reactions and experiential learning add to the teen’s ‘tool kit’ by helping them to learn:
• Strategies for relating and interacting with others
• Assertive behaviour skill
• How to establish and manage changing relationships – offline and online
• General health and wellbeing activities
• What impact Social / emotional health has on general well being
• Observe real resilience skills in action that support resilient behaviour
• See how others demonstrate coping skills and help seeking strategies
Topic 1 - Facts about alcohol and the brain
ONLINE CLASSROOM TASK
Students to look at ONE of the links below and complete the following questions
What is alcohol? Facts & effects of drinking.
What are the effects of alcohol?
ANSWER THE FOLLOWING QUESTIONS:
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What are 3 short term consequences of being drunk (intoxicated)?
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What are 2 long term consequences as the teen brain develops?
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What are 3 risks of underage drinking?
Allow time to share findings as a class either verbally or in writing online or in their e-portfolios of work being collated.
OR
Topic 2 - How alcohol use affects the developing brain
ONLINE CLASSROOM TASK
Watch the following video and answer the questions below.
Alcohol and the body
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How is alcohol eliminated from your body?
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How long does it take?
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How does the body get rid of alcohol from your system?
Watch one of the following videos and answer the questions below.
How alcohol affects your developing brain (part 2)
OR
Under construction: Alcohol & the teenage brain
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What are 2 of the ways alcohol use can change the way the human body functions?
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Why is drinking alcohol especially unhealthy and unsafe for teens?
PORTFOLIO / HOME STUDY
'We are the programmers of our own brains'
Students review the videos out of session and continue an E Portfolio entitled ‘We are programmers of our own brains’. They record, perhaps in diary format occasions when someone they know may have experienced the negative effects of alcohol. Ideally, the person should be an adult whom they trust. Perhaps it was a ‘hangover’, needing to be absent from work because of feeling unwell; It may be an adult with their own personal experience or one of their friends. Students can record a brief description of what happened and what was done about it. Could something more have been done? What could have been done to prevent the event? Students may also continue to suggest ways to use healthy practices, behaviours and resources to enhance health, safety and wellbeing of their communities. For example, add to a poster display in a nominated public place such as ashopping centre or at school assemblies. This could be done in groups and connect to
other classes ie. Art, IT etc.
Image source: life education.org.au
Links to the Australian Curriculum
KEY LEARNING AREAS:
Health and Physical Education
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ACPPS073 - Investigate & select strategies to promote health, safety & wellbeing
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ACPPS076 - Evaluate health information & communicate their own & others' health concerns
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ACPPS077 - Plan & use health practices, behaviours & resources to enhance health, safety & well being of their communities
Want to get involved?
REACH OUT
If you are interested in participating at any level, or want more information, please contact Jo Baxter at Drug Free Australia