Transcript PDHPE Webquests

PDHPE Web quests
DRUG USE, DRIVING AND THE MEDIA
Stage 4
Strand and Outcomes

Strand - Personal and Community Health
Outcome 4.12 – A student investigates health issues affecting young
people p.34 PDHPE syllabus
Outcome 4.13 – A student predicts the consequences of risk behaviours
and describes strategies to minimise harm p.35 PDHPE syllabus
Skills, Knowledge and Understanding Outcomes p.33 PDHPE
syllabus
ICT Capabilities

Using search engines on the internet for relevant
information
 Process information through the creation of a
spreadsheet
 Use of Digital still and Video cameras to record
information
 Save research information and create a Powerpoint
presentation on CD Rom
ORIENTATION
At a café with friends at the end of a school year, you are
discussing various options for a one week holiday destination
on the coast. Your older brother is with you, he is suffering
from a cold and has been taking cold and flu tablets. He
doesn’t like the sound of a long drive as he is the only licensed
driver in the group and Lennox Head on the North Coast has
been suggested as a possibility. Your brother jokes about
about not being able to drive a vehicle or operate machinery
because of the tablets he is taking.
It makes you stop and think. First of all because your brother’s
joke wasn’t that funny but also as the group will probably
push for the slog up the highway North to Lennox and you
wonder how the cold tablets really might affect your brother’s
driving ???
TASK
After mentioning your concerns to your brother it
start’s him thinking as well! You both decide to
unlock the mysteries of the effects of all types of
drugs and what if any effect they may have on
driving ability.
With a partner research information using the
internet about the various categories of drugs and
how they might effect driving performance and
how media and marketing strategies influence our
thinking about drug use.
Create a CD Rom that describes the effects of various
drug types on driving. Use a spreadsheet to
categorise drug types and effects on performance.
Use Powerpoint/Hyperstudio to present your work.
PROCESS
A)
B)
C)
D)
1)
2)
E)
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*
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Work with a partner
Investigate websites that describe drugs and drug use and how they might effect
the driving task. Don’t forget that Alcohol is classified as a drug!
Design a spreadsheet to define drugs into prescription and non prescription types
and then describe their short and long term effects
Analyse how media and marketing strategies influence our thinking about drug
use by:
building a bank of images from magazines, newspapers and billboards using a
digital camera and scanner, then save them to CD ROM
videotaping interviews with friends to determine their opinion on drugs and the
media
Create a Power point presentation using the Web quest links, digital still and video
images. Consider the following questions in your presentation:
What are the consequences by law for ‘drug driving’? What is the prevalence of
the presence of drugs in drivers killed in NSW road accidents?
How do drugs effect the driving task generally? Choose one drug type and
describe it’s effect on driving. How does the combined use of alcohol and other
drugs become a problem when driving and provide two examples
Does the media really influence our thinking on drug use?
RESOURCES
Websites: Drugs and Driving – information
for Young people www.studentnet.net.au
www.austroads.com.au/default.html
www.nhtsa.gov/
www.icadts.org/index.html
www.druglibrary.org/schaffer/Misc/driving/contents.htm
www.coe.int/T/E/Social_Cohesion/pompidou_group/
www.emcdda.org/
Media: Class copies of magazines and
newspapers
Hardware: School computers / Digital video
camera / Digital still camera / Flatbed
scanner
ASSESSMENT RUBRIC
Process
Description
Ability to work
with a partner
* communicates effectively
* problem solving technique
* organisation
/5
/5
/5
Spreadsheet
design
* clarity
* accuracy
* usefulness
/5
/5
/5
Use of theme
when using
cameras
 Presentation
* development of main idea
* clear visual description
* organisation of graphics
/10
/10
/10
* design
* technical quality
/5
/5
* range of viewpoints
* Evidence to support
arguments
/15
/15

Content
Score
/100
TEACHER AND STUDENT
REFLECTION

Student to complete assessment rubric
 Teacher to complete assessment rubric
 Small group discussion about the usefulness
of the Webquest
 Was confidence developed to explore, adapt
and shape technological understandings and
skills?