Grade Level: Grades 9 – 12
Subject: Health and Physical Education
Time Required: 75 Minutes
- HPE – Healthy Living Strand
Assess your knowledge:
- Have students work independently and do a self-assessment using Appendix 1: Self Assessment, How Well Do I Know the Facts? as a guide.
- Have students do a Think Pair Share with their elbow partner, comparing their answers.
- Take up answers, using Appendix 2: Answers, How Well Do I Know the Facts? as a guide.
- Ask students if there were any surprises in terms of drinking and driving and given what they know, how does “knowing” versus “thinking you know” affect their actions?
Sue’s Story (20 minutes)
- Distribute copies of Appendix 3: Sue’s Story.
- Put students in groups of four or six.
- Distribute Appendix 4: It Says, I Say, So What (Blank).
- Using Appendix 5: It Says, I Say, So What as a guide, model the process giving an example for each section.
- Have students read the narrative and independently complete their templates.
Looking at Both Sides, Critical Thinking
- Give each group some chart paper and a copy of Appendix 6: Sue’s Story, Graphic Organizer (Blank).
- As a group, have students complete the graphic organizer. You can see a sample finished organizer in Appendix 7: Sue’s Story, Graphic Organizer.
- As a group, have students consolidate their individual recordings for the “Reasons for Agreeing” section with a statement by referring to their individual It Says, I Say, So What template.
- As a group, have students consolidate ideas for “Disagreeing with the Statement” section by referring to their individual It Says, I Say, So What template.
Stay and Stray (15 minutes)
- Have the groups post their chart paper around the classroom.
- Using Appendix 8: Stay and Stray Strategy as a guide, have students view the other charts.
- Ask students:
- Were there any surprises?
- Were there any similarities?
- Has there been a shift in your thinking about impaired driving? If so, how?
- Play the MTO’s Road Stories to validate learning about alcohol, drugs and driving.
- After playing the video clip, use a Call Out strategy to ask students for two or three comments about the material presented in the video and how it affected their attitudes or behaviours to alcohol, drugs and driving.
- Have students use Appendix 9: Tips for Teens as a guide to create a short list about impaired driving prevention.
Masking tape or Sticky Tack
DVD Road Stories (Ministry of Transportation of Ontario)
More information: Impaired Driving topic page
Oral: Use speaking skills and strategies appropriately to communicate with different audiences, particularly for peers.
Writing: Generate, gather and organize ideas and information to write for an intended purpose and audience.