DRUG USE, DRIVING AND THE MEDIA PDHPE Web quests DRUG USE, DRIVING AND THE MEDIA Stage 4

Strand - Personal and Community Health 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) Work with a partner B) 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! C) Design a spreadsheet to define drugs into prescription and non prescription types and then describe their short and long term effects D) Analyse how media and marketing strategies influence our thinking about drug use by: 1) building a bank of images from magazines, newspapers and billboards using a digital camera and scanner, then save them to CD ROM 2) videotaping interviews with friends to determine their opinion on drugs and the media E) 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 Score /100 Ability to work with a partner * communicates effectively * problem solving technique * organisation /5 Spreadsheet design * clarity * accuracy * usefulness Use of theme when using cameras * development of main idea * clear visual description * organisation of graphics /10 Presentation Content * design * technical quality * range of viewpoints * Evidence to support arguments /15

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?