Embedded Files
In this unit you will explore positive and negative risk and the factors that influence risk-taking and decision-making in a variety of contexts. You will learn about safe and unsafe behaviours and environments. As well, you will explore the self-management and interpersonal skills required to promote your own and others’ health, safety and wellbeing.
7PDH Task 3 2023
7PDH Task 3 2023
Due date: Week 9, Term 3
Design a creative and well-presented 6 panel pamphlet, using ICT, that is targeted at young teenagers.
Follow the instructions in the task and use the marking criteria as a guide.
You should use the Bibliography Format Guide for recording your sources of information.
consequences of risk taking behaviour.
consequences of risk taking behaviour.
Learning Intention: We will be able to explain the consequences of risk taking behaviour.
Success Criteria:
Define Risk
Compare the difference between positive and negative risk
Explain the consequences of risk taking behaviour
Activity 1
Activity 1
Download, save a copy in your folder and complete the Risk-Taking Worksheet by completing the following activities
The Kids Helpline and ReachOut buttons provide information about risk-taking in teens.
Introduction to Risk - As a class, talk about the following questions:
What is risk?
Do you enjoy taking risks?
What is the difference between a risk and a danger?
Are risks positive or negative? Or both?
Activity 2
Activity 2
As a class, brainstorm the reasons why young people choose to engage in risk-taking behaviour.
Record the responses in your Risk-Taking Worksheet
Activity 3
Activity 3
Working in small groups and recording in your Risk-Taking Worksheet, complete the PMI chart to classify each reason as either positive or negative, in terms of the effect it can have on health and wellbeing.
If your group cannot agree, classify the reason as interesting. Groups share their responses with the class.
Activity 4
Activity 4
Working in your Risk-Taking Worksheet, classify the following risks from “Most Risky” to “Least Risky”. Put number 1 next to the most risky, going to 15 for the least risky:
online communication
nominating for a leadership position
passenger without a seatbelt
riding a bicycle without a helmet
gambling on a sporting match
starting a relationship
sun baking
smoking a cigarette
walking home alone after dark
drinking alcohol at a party
meeting someone from an internet chat
dangerous driving
trying out for a sporting team
volunteering in the community
setting a fitness challenge, eg competing in a fun run.
Highlight the risks that are positive in green and the ones that are negative in red.
Activity 5
Activity 5
Working in your Risk-Taking Worksheet document:
Choose 3 risks from the above ranking list and write them in the CAUSE column of the table.
In the EFFECT column write some possible consequences of these risk taking behaviours
planning for safety on the road
planning for safety on the road
Learning Intention: We will be able to devise a plan to assume responsibility for our safety and the safety of others when using roads.
Success Criteria:
Make an informed decision about staying safe on roads.
Devise a plan to stay safe and keep others safe when on the road.
Create a Plan B poster to encourage teenagers to stay safe when on roads.
Activity 1
Activity 1
As a class, complete the Education Perfect Lesson - 1. Road Safety set by your teacher, to explore:
Pedestrian safety
Crossing the road safely
Passenger safety
As a class, discuss the responses to the activities
Activity 2
Activity 2
Choose ONE scenario from the Transport Scenarios.
Download, make a copy and complete the Transport Scenarios Decision-Making Organiser to devise a plan for keeping safe in this scenario
Write the problem in the first column.
Complete the decision-making organiser/table to decide on a plan to keep safe.
Provide three choices of action
List at least two consequences or effects for each choice
Decide on your final decision and give a reason for that decision in the last column. You might like to consider laws, peer pressure, social media, parent expectations and any other influences.
Activity 3
Activity 3
Create an electronic PLAN B Poster, that should alert teenagers to the importance of having a PLAN B when going out
You can use the attached Plan B document to help you choose a theme for your poster
You may wish to use Google Docs, Google Slides, Canva, Piktochart or other application to create your poster
Remember to use images, bold headings, slogan or catchphrase and sound road safety advice for teens
staying safe in outdoor environments
staying safe in outdoor environments
Learning Intention: We will be able to devise strategies to stay safe in outdoor environments.
Success Criteria:
Describe the benefits of outdoor activity
Devise strategies to staying sun safe
Devise strategies to staying safe in water environments
Activity 1
Activity 1
Watch the YouTube video about the benefits of outdoor activity.
Pair up and use the discussion/accountable talk scaffold to discuss with your partner the benefits of outdoor activity.
Create a mind map that summarises the benefits of outdoor activity. You may use any software application to create your mind map. You may use LucidChart in Google Apps or perhaps one of the links in the blue buttons below.
Activity 2 Bushwalking Safety
Activity 2 Bushwalking Safety
Click the blue button below to download, make a copy and complete the 3 Level Reading Guide - Bushwalking Safety to:
Investigate planning and preparing for a bushwalk
Understand the risks and hazards of bushwalking
To take measures to reduce risk and stay safe when bushwalking
Access the NSW National Parks and Wildlife Service - Bushwalking Safety Website (blue button) for help with answering the questions
According to the Cancer Council of Australia, skin cancer is the most common cancer diagnosed in Australia.
Melanoma was the fourth most commonly diagnosed cancer in Australia in 2016 and it is estimated that it will be the third most commonly diagnosed cancer in 2020.
Australia has one of the highest rates of skin cancer in the world.
The sun's ultraviolet (UV) radiation is the major cause of skin cancer. UV damage also causes sunburn, tanning, premature ageing and eye damage. The good news is you can prevent damage – and skin cancer – by being SunSmart.
Activity 3 Sun Safety
Activity 3 Sun Safety
Click the blue button to download a copy of the Google Slides presentation titled, Sun Safety and following the teacher version to complete the activities.
View the advertisement, YouTube - UV it all adds up. (contained in the Sun Safety slides presentation)
View the YouTube video: Who is most at risk of skin cancer? | SunSmart Victoria (contained in the Sun Safety slides presentation)
Identify the impact of UV exposure
Identify the risks factors related to skin cancer
Suggest ways to prevent skin damage due to UV exposure
FOR WATER SAFETY
FOR WATER SAFETY
Your class may complete the Education perfect Lesson - Help Seeking Scenarios: Unsafe Situations - Beach Safety
OR
Activities 4 and 5.
Activity 4
Activity 4
Watch the YouTube video above - Rip Current Awareness
As a class, discuss the strategies you should employ at the beach to stay safe.
Activity 5
Activity 5
Watch the YouTube video - Play it Safe by the Water
Click the blue button to download and save a copy of the Concept Test
Your teacher will stop the video at the different water areas and give you time to write down the strategies to stay safe in each water environment.
All of these activities should provide some help for completing 7PDH Task 3 which is due in Term 3 Week 9
All of these activities should provide some help for completing 7PDH Task 3 which is due in Term 3 Week 9
7PDH Task 3 Helper
7PDH Task 3 Helper
Learning Intention: We will be able to promote our and others’ safety in potentially unsafe environments
Success Criteria:
Identify the features of a pamphlet that promotes health and safety
Explore agencies that promote safety in a variety of unsafe physical environments
Explore online or other applications that assist with creating a pamphlet
7PDH Task 3Helper
7PDH Task 3Helper
Working in small groups or pairs, and using the Task 3 Pamphlet Helper document, students complete the following activities:
Using hardcopies (unfolded) or electronic copies of the following pamphlet examples:
Complete the following activities in your Task 3 Pamphlet Helper document:
Examine the example pamphlet
List as many features as you can about the pamphlet
How does it fold
Colour
Images or pictures
Organisation and layout
Titles, headings, slogans
Size of text
Bullets or paragraphs or both
Information provided
Contact details of help organisations
Students should fold the pamphlet and discuss the layout eg which panel is the title page
In your document, create a table with three columns, with headings:
Safety issue
Help agency or organisation and link
How the agency helps keep us safe
Find at least one help agency for each safety issue (Road, water, bushwalking, sun)
Accessing via the Google Site, students may view the YouTube: How to make a brochure in Google Docs.
They may also use the Format/Columns feature to create their pamphlet
Students could also explore online pamphlet creators such as Piktochart or Canva or LucidPress
dealing with bullying
dealing with bullying
Learning Intention: We will be able to promote our and others’ safety in potentially unsafe bullying environments
Success Criteria:
Define the types of bullying
Identify the types of bullying in scenarios
Devise strategies for dealing with bullying and promote being an upstander
Activity 1 What is bullying?
Activity 1 What is bullying?
How do you feel when you see the word bullying?
Students download the What is bullying? information sheet
As a class, discuss the different types of bullying outlined.
Download and save a copy of the Do You Think This is Bullying? worksheet
Read each scenario
Identify what type of bullying each scenario is describing.
Activity 2 Nate's Scenario
Activity 2 Nate's Scenario
Download and save a copy of the Nate's Scenario Worksheet below and answer the questions.
Activity 3
Activity 3
Download and save a copy of the Bystander Worksheet and fill in some responses from the discussion about the four types of bystanders:
Reinforcers
Assistants
Outsiders
Defenders or Upstanders
As a class, discuss the situation of being a bystander to a bullying situation. Think about the following questions:
Have you ever witnessed someone being bullied or treated unkindly?
Thinking about one of those times… what did it feel like to watch someone being treated badly?
How did you respond? How do you feel now about your response?
Would you do anything differently now?
Who could you seek help from in these situations?
Activity 4 Bystander Role Play
Activity 4 Bystander Role Play
Working in small groups and including each of the four bystander roles, you are going to create and present/video a role play for one of these bullying scenarios:
Someone makes fun of someone with a disability
Someone demands someone’s lunch money
Someone spreads a nasty rumour about someone online and it goes viral
Someone threatens to fight a friend of yours after school
Someone repeatedly calls someone a hurtful nickname after school that makes everyone laugh
Someone makes fun of someone’s clothes or circumstances
Insults someone’s parents for being from a different race or religion
For each scenario, feedback from the class might include suggesting what else could be done in each scenario to be an up-stander.
Activity 5
Activity 5
Download, make a copy and complete the Making Chris Cry Worksheet including the following questions about people’s responses to seeing bullying:
Why do some people choose not to get involved?
Why do some people encourage bullying?
What is the difference between “dobbing” and asking a teacher for support?
Has you seen a bystander stop someone teasing another person? If so, what did they do or say?
What are some other things that a bystander could do to stop or reduce bullying?
Who could you seek help from in this situation?
Activity 6A
Activity 6A
Click on the Kahoot button above to log into Kahoot.it
Enter the code supplied by your teacher to play a Kahoot Quiz that checks your understanding of preventing Bullying.
OR Activity 6B
OR Activity 6B
Click the quiz button above to download, save a copy and complete the Review Worksheet as your exit ticket for bullying prevention.
In the next section, your class may complete:
In the next section, your class may complete:
Activity 1 and Activity 2 Online Security Worksheet
Activity 1 and Activity 2 Online Security Worksheet
OR
OR
Activity 3 Online Security Survey
Activity 3 Online Security Survey
staying safe when using technology.
staying safe when using technology.
Learning Intention: We will be able to propose strategies to stay safe when using technology.
Success Criteria:
Describe strategies to keep personal information safe online.
Identify the risks of being online.
Describe strategies to keep safe online.
Activity 1
Activity 1
Go to the following website and watch the video; #Gameon.
After watching the video, open the attached Online Security Safety Worksheet and read through and answer the questions.
This may be done as a class activity.
Activity 2
Activity 2
Continuing in your Online Security Safety Worksheet, and using the following Staying Safe Online Website, complete the following activities in the table:
List the six risks to online safety
List the nine ways you can you keep safe online
or
or
Activity 3
Activity 3
To explore your experience and ideas about online security and safety, complete the Online Security Survey.
The Kids Helpline | Staying Safe Online Website may help explain some risks and ways to be safe.
We will be able to propose strategies to seek help
We will be able to propose strategies to seek help
Learning Intention: We will be able to propose strategies to seek help
Success Criteria:
Identify barriers to seeking help
Propose strategies to seeking help in risky situations.
In this unit we have looked at a lot of different areas where we may find ourselves in a risky situation. We have talked about strategies to keep safe in these situations. Sometimes we may need to ask for help to get us out of these risky situations. Or we may need to ask for help after we are involved in a risky situation to help us deal with it.
Activity 1
Activity 1
As a class, brainstorm reasons that young people may give for not seeking help. We might also call these barriers.
Suggest some ways people may be able to overcome these barriers
Think about five trusted people you could go to if you needed help
Activity 2
Activity 2
Choose a help agency from the list below:
Create a poster advertising one of these agencies that you can access for help. On your poster you should list:
The name of the agency
How students can access the agency
The main aim of the agency or the help services they provide.
The problems they can help with.
Your poster should:
Be colourful and eye catching
Include images
Have bold headings
Complete a Star, Star Wish on each other’s posters. Say two positive things and one thing they could improve on for a future poster.
FEEDBACK
FEEDBACK
Click on the feedback icon to fill in the PDHPE Unit Evaluation.
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