UV warning
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Briefly summarise the UV warning story.
What does UV stand for?
What sorts of thing is UV light used for?
You can see UV light. True or false?
What are some harmful effects of UV light?
What is the UV index and what information does it give?
What factors are considered when calculating a UV warning?
Which vitamin is produced by sunlight?
Why does the human body need it?
What do you understand more clearly since watching the BtN story?
EPISODE 32
TH
9 NOVEMBER 2010
Learning Area
Health and Physical
Education, Science
Key learning
UV warning
Remember and understand
Working in pairs, brainstorm the beneficial and harmful effects of the
sun. Create a poster to display the information.
What does it mean to be SunSmart? Write your own
definition/explanation. Why do all Australians need to be SunSmart?
Using the BtN transcript http://www.abc.net.au/btn/teachers.html
choose 8-10 key words from the UV warning story and create an
illustrated glossary. Display your glossary in an interesting way.
Apply and Analyse
Levels of UV radiation vary depending on a number of factors. These
include; time of day, time of year, geographic location, altitude, cloud
cover and the environment (reflective surfaces). Research each factor in
more detail and provide a brief explanation.
Monitor the UV index and temperature in your area for a week and graph
the results. Explain the connection between UV and temperature.
Choose five locations within Australia and record:
The UV index
Rating
Sun protection times
Give a brief explanation about different locations and sun protection
times.
Students will develop
knowledge and
understandings about the
UV index, factors affecting
UV levels and SunSmart
behaviours.
Evaluate and create
Why is Vitamin D important to the human body? Investigate safe ways of
getting a dose of Vitamin D from the sun.
Create a game, poster or public service announcement that explains the
UV index to kids and encourages them to check it regularly.
Evaluate your own SunSmart behaviours by placing a tick in the column
that best describes your behaviour.
Behaviour
Always
Sometimes
Never
Wear a hat
Wear protective
clothing
Apply sunscreen
Seek shade
Wear sunglasses
What behaviours do you need to improve on? Discuss with another
student the responses.
 Related Research Links
ABC Behind the News – UV mushrooms
http://www.abc.net.au/btn/story/s2916075.htm
ABC Behind the News – Vitamin D
http://www.abc.net.au/btn/v3/stories/s1627682.htm
Bureau of Meteorology – The Ultra Violet (UV) Index
http://www.bom.gov.au/info/about_uv.shtml
Kids.net.au – Ultraviolet
http://encyclopedia.kids.net.au/page/ul/Ultraviolet_light
Cancer Council – Understanding UV radiation
http://www.cancercouncil.com.au/editorial.asp?pageid=1840
Cancer Council – When should I protect my skin?
http://www.cancersa.org.au/aspx/When_should_I_protect_my_skin.aspx
Cervical cancer vaccine
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is the name of the vaccine given to help protect against cervical cancer?
How does cancer develop?
What is the virus that causes cervical cancer?
Gardasil is free for girls aged…
How does a vaccine work?
Why are boys able to get the vaccine?
What have been some of the reported side effects of Gardasil?
How have doctors responded to the reported side effects?
What impact could these side effects have on girls and young women having
the vaccination?
10. What do you understand about vaccinations since watching the BtN story?
Finding out more about vaccines
EPISODE 29
ST
21 OCTOBER 2008
Learning Area
Health and Physical
Education
Key learning
Students will investigate
key questions relating to
vaccines.
Working in pairs, ask students to discuss the following questions and then report
back to the class.
What is a vaccine?
What vaccines do they know about?
Why are vaccines important?
Why are they given when children are young?
Students will then choose to investigate a key question in relation to vaccinations.
They may be questions generated from the class discussion or one of the
following:
How do vaccines work?
What impact have vaccines had on controlling disease?
What are the potential risks of vaccinations?
Why vaccinate against rare diseases?
Negotiate with students how they are going to present their research.
Self assessment
What are some things you would do the same in your next research inquiry and
what might you do differently?
What do you understand more clearly?
Students could present their
information as a webquest.
The following websites have
more information
http://webquest.org/indexcreate.php
http://webquest.sdsu.edu/tas
konomy.html
Further investigations
Develop an awareness campaign for the cervical cancer vaccine in Australian schools.
What does the target group need to know and how will the information be delivered
to schools? (Posters, online, television advertisements.)
What is the future of vaccinations? Predict what vaccines may be available during your
lifetime.
Create a rap or rhyme about vaccines.
 Related Research Links
ABC News – Authorities to investigate Gardasil reactions
http://www.abc.net.au/news/stories/2007/05/22/1929773.htm
ABC News – Researchers play down claimed Gardasil vaccination risk
http://www.abc.net.au/news/stories/2007/12/03/2108379.htm
Information about Gardasil
http://www.gardasil.com/
Cancer Victoria – Information about cervical cancer
http://www.cancervic.org.au/about-cancer/cancer_types/cervical_cancer
Children’s BBC – Jabs to fight off cervical cancer
http://news.bbc.co.uk/cbbcnews/hi/newsid_4310000/newsid_4319700/4319710.
stm
Children’s BBC – New jab for girls aged 12 and 13
http://news.bbc.co.uk/cbbcnews/hi/newsid_7590000/newsid_7598100/7598184.
stm
Complementary
medicine
EPISODE 28
Focus Questions
TH
14 OCTOBER 2008
1.
2.
3.
4.
5.
6.
What are complementary medicines?
Why do some people take them?
What are the concerns with some complementary medicines?
What do doctors and some naturopaths want to happen?
Describe what happened to Jack.
Do you think that it is ok for products such as these to be sold? Explain your
answer.
7. How would extra testing impact on the price of complementary medicines?
8. What do you think should happen next?
9. What do you think the future of complementary medicines is?
10. Create a plus minus and interesting chart of complementary medicines.
Finding out more about complementary medicines
Students will be researching complementary medicines currently on the market to
find out what they claim to do and whether there is evidence to suggest that the
product is effective and safe.
Begin with a class discussion to find out what students know about
complementary medicines. Questions for discussion could include:
How are they different to pharmaceutical medicines?
Why do some people take them?
What are some complementary medicines they know about?
What do they claim to do?
Ask students to choose three complementary medicines on the market. Students
need to research:
What the complementary medicine claims to do
What evidence is there to support the effectiveness and safety of the
product? Discuss with students the reliability of the source of the
information.
Outline any concerns with the medicines.
Students then present their findings to the class. Some possibilities include:
PowerPoint presentation
Learning Area
Health and Physical Activity
Key learning
Students will research the
effectiveness and safety of
some complementary
medicines.
Oral presentation
Poster
Further investigations
Create an advertising campaign either promoting the use of complementary medicines
or calling for more regulation.
Conduct a class debate about whether there should be more regulations for
complementary medicines.
 Related Research Links
ABC 730 Report - Complementary medicines questioned
http://www.abc.net.au/7.30/content/2008/s2362348.htm
ABC 730 Report – Scientific evidence absent for complementary medicines
http://www.abc.net.au/7.30/content/2008/s2362366.htm
ABC Health and Wellbeing – Consumer guide to alternative medicines
http://www.abc.net.au/health/consumerguides/stories/2002/08/22/1836994.htm
#b
Therapeutic Goods Administration – Regulation of complementary medicines in
Australia
http://www.tga.gov.au/cm/cmreg-aust.htm
Australian Medical Association – Position statement on complementary medicines
http://www.ama.com.au/web.nsf/doc/WEEN-6L74GC
Better Health Victoria – Complementary medicines
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Complementary
_medicines_tell_your_doctor?OpenDocument
E!Science news – Naturopaths support tougher regulation of complementary
medicines
http://esciencenews.com/articles/2008/07/10/naturopaths.support.tougher.regul
ation.complementary.medicine
BINGE DRINKING
Curriculum Outcome Links: English, Health and Physical Education
Student learning outcomes
Students will:
Develop an understanding of what binge drinking is and the risks
associated with it.
Develop a report about binge drinking.
Focus Discussion
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why do you think people drink alcohol?
What is binge drinking?
Why are some young people binge drinking?
Apart from the health risks, what are some of the dangers associated with
binge drinking?
What is peer pressure and how does it relate to binge drinking?
What is the Government doing about binge drinking?
How is the money going to be used to reduce binge drinking?
Do you think this will reduce the amount of young people binge drinking?
Why or why not?
What are some other ideas being put forward by people to reduce binge
drinking?
How do you think the problem could be solved?
Reporting the facts about Binge Drinking
Identify what students know
Brainstorm key words and issues associated with binge drinking and record
students’ comments using a concept map. This is a useful way of connecting ideas
and identifying headings for their report. Students may need to research the issue
in more detail. There are some web links at the end of this activity sheet.
Develop a glossary
Technical or scientific language is often used in reports. Ask students to develop a
glossary of special language that they will need to write their report.
Structure of a report
Introduction
The opening statement explains the subject of the report, and includes a definition
or short description. Students need to define what binge drinking is in the
introduction.
Description
The body of the report is a series of paragraphs giving information about the
subject. Each paragraph describes a particular fact about the subject. For
example the long and short term effects on the body, other dangers associated
with binge drinking, what the Government is planning to do to reduce binge
drinking and so on. The paragraph should begin with a topic sentence and is
followed by facts that support it.
Conclusion
A summary of what has been said.
Language features
Reports are usually written in the third person.
Present tense is often used.
A formal, factual style is used.
Suggested ways to publish their report include:
Powerpoint presentation
Web page
Oral presentation.
Follow-up Suggestions
Knowing
Make a true and false quiz. Write ten true or false questions about binge drinking.
Ask a friend to do the quiz.
Understanding
Find out more about the affect of alcohol on the body. Play the `You make me
sick’ game at the following website
http://news.bbc.co.uk/cbbcnews/hi/static/games/you_make_me_sick/index.stm
Applying
Have a class discussion about why young people are binge drinking and some
solutions to the problem.
Analysing
Analyse the marketing and advertising of alcohol to young people. The following
website has some useful information (for teachers)
http://www.playnowactnow.net.au/pdf/Fact_sheet_MarketingAlcohol.pdf
Creating
Create a poster or web page advertising the risks and dangers associated with
binge drinking.
Evaluating
Have a class debate about whether the legal age for drinking alcohol should be
raised to 21.
 Related Research Links
http://www.druginfo.adf.org.au/article.asp?ContentID=the_facts_about_binge_dr
inking
http://www.abc.net.au/7.30/content/2007/s2185412.htm
http://www.dassa.sa.gov.au/site/page.cfm?u=122
http://www.abc.net.au/news/stories/2008/03/03/2178171.htm
http://www.abc.net.au/lateline/content/2007/s2172584.htm
http://www.abc.net.au/pm/content/2008/s2185516.htm
http://www.reachout.com.au/default.asp?ti=2113
http://news.bbc.co.uk/cbbcnews/hi/uk/newsid_3663000/3663833.stm
http://www.think-b4u-drink.com/
Energy drinks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What happens to our body when we exercise?
Describe in your own words what hydrated means.
Why is it important for the body to stay hydrated?
What ingredients do sports drinks contain?
What affect can sports drinks have on non-athletes?
What impact can sports drinks have on teeth?
Name the two main ingredients of energy drinks.
What affect do those ingredients have on the body?
What health concerns are associated with energy drinks?
Do you think that sports and energy drinks should have warning labels?
Explain your answer.
ABC Catalyst – Energy drinks jolt blood pressure
http://www.abc.net.au/science/articles/2007/11/07/2092741.htm?site=catalyst
Nutrition Australia – Frequently asked questions about caffeine and energy drinks
http://www.nutritionaustralia.org/Food_Facts/FAQ/caffeine_and_energy_drinks.a
sp
Drug info – Energy drinks
http://www.druginfo.adf.org.au/druginfo/fact_sheets/energy_drinks/energy_drin
ks.html
Smartplay – The buzz on energy drinks
http://www.smartplay.net/whatsnew/downloads/energyflyer.pdf
Kids Health – Power drinks
http://kidshealth.org/parent/food/general/power_drinks.html
Teen sleep
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What was the main point of the Teen sleep story?
Why do we need sleep?
What is melatonin?
How does it work?
About how many hours of sleep a night do teenagers need?
Do teenagers release more or less melatonin than adults?
What does that mean for their bedtime?
What impact could technology have on the time teenagers go to bed?
How has your sleep pattern changed over the past 2-3 years? Why?
What techniques help you go to sleep?
Test your knowledge in the online Teen sleep quiz. Go to the BtN website and follow
the links.
Teen obesity
Focus Questions
1.
2.
3.
4.
5.
6.
Briefly summarise the main issues raised in the Teen obesity story.
What did a recent national survey find out about Australian teenagers?
What health problems can obesity lead to?
Draw a diagram to illustrate heart disease.
What diet and lifestyle habits have contributed to the obesity problem?
Who do you think is responsible for tackling the weight problem? Explain
your answer.
7. What have the government and schools done to address the issue?
8. How has your school addressed the issue? Give some examples.
9. What else do you think could be done to encourage young people to make
healthy diet and lifestyle choices?
10. What diet and lifestyle changes would you make to improve your health?
EPISODE 2
TH
15 FEBRUARY 2011
Learning Area
Society and Environment
Key learning
Teen obesity
Please consider the sensitive nature of this topic when discussing the issue of
obesity with students.
Students will be investigating solutions to the teenage obesity problem in
Australia. Begin with a class discussion focussing on the following questions:
What is obesity?
What are the contributing factors to teenage obesity? Factors such as
changes to diet (more fast food/convenience food), changes in lifestyle
(busy, less time for exercise), advertising fast food that is directed at young
people.
What are the factors influencing food choice? (Consider cultural/family
background, personal likes/dislikes, money available, time available for
shopping and food preparation.)
Who is responsible for tackling the problem? Why?
How can we get the message through?
Working in pairs or small groups, students will create a public education campaign
to address the issue of obesity. Discuss with students different approaches that
could be taken about the issue. Here are some examples:
Who will you target for the campaign – kids, adults or both?
What approach will you use? Consider creating a cartoon/animation, using
celebrities or humour to get the message across or shock tactics (think
about the anti-smoking campaigns).
Include a logo, jingle or gimmick to help get the message across.
Students will develop a
public awareness campaign
to change diet and lifestyle
choices of young people.
Will you advertise on TV, radio, print or online?
Offer incentives for young people who make healthy food and lifestyle
choices.
Negotiate with students how they will present their ideas for a public education
campaign to the class and other students in the school. Each group needs to give
reasons why they think their campaign would be effective at changing diet and
lifestyle habits of young people.
Reflection
How has this investigation changed your thinking and actions about making
healthy food choices?
Further investigations
Reflect on your own diet and lifestyle choices by completing the survey at the
following website http://www3.health.nsw.gov.au/cihfap/form/surveyform.cfm Name
three changes you are going to make to improve your own health.
Analyse food advertising during children’s viewing times. What percentage of healthy
and unhealthy food is advertised over the period of a week? Do you think there should
be restrictions on junk food advertising to children? Give reasons for your answer.
 Related Research Links
ABC News – Today’s teens `the heart attack victims of tomorrow’
http://www.abc.net.au/news/stories/2011/02/09/3133692.htm
ABC Behind the News – Obesity action
http://www.abc.net.au/btn/story/s2345631.htm
Cancer council – High school students graduating to be tomorrow’s cancer and
cardiovascular patients
http://www.cancer.org.au/Newsmedia/mediareleases/mediareleases2011/9Febru
ary2011.htm
Heart Foundation – Healthy weight
http://www.heartfoundation.org.au/Healthy_Living/Healthy_Weight/Pages/defaul
t.aspx
Victorian Government – Go for your life
http://www.goforyourlife.vic.gov.au/hav/articles.nsf/webl1/teenagers?open
Food additives
Focus Questions
EPISODE 29
1.
2.
3.
Food additives are sometimes represented by a ______________.
Why are additives used in some food?
MSG (monosodium glutamate) is a
a. Preservative
b. Colouring
c. Flavour enhancer
4. Why are some people concerned about additives in food?
5. Explain the eating program being trialled in a school.
6. Describe the health and behaviour differences the children noticed after
making changes to their diet.
7. What does the Government’s food safety people say about food additives
and kids’ behaviour?
8. Do you think there should be more information about additives on food
labels? Why or why not?
9. Are you concerned about additives in food? Why?
10. What was surprising about this story?
Food additives
Students will be developing some key questions about what food additives are and
why they are used. In groups, ask students to come up with a range of possible
questions about the topic. Students should be encouraged to generate their own
questions however some possibilities include:

What are some common food additives and why are they used?

What are the advantages and disadvantages of food additives?

What is an `E number’?

Is it possible to use natural instead of artificial food colourings and
preservatives?

What testing occurs to ensure food additives are safe?

What health issues are associated with food additives?

Should there be more information about additives on food labels?
Collect the questions from each group and display them. Discuss with students
the criteria for selecting questions for their inquiry.
Ask students to complete the following chart as they go through the inquiry
process. This can be done individually, as a group or a whole class.
TH
18 OCTOBER 2011
Learning Area
Health and Physical Education
Key learning
Students will investigate key
questions about additives
used in foods, their purpose
and health issues associated
with them.
What do I know?
What do I want to
know?
How will I find
out?
What I have
learnt?
Once students have investigated their key questions, they need to think about
how they are going to present the information to show their learning. Possibilities
include:

Publish brochure or poster

Written report

Animation or short video

Oral presentation
Reflection
Have your food choices changed since completing this investigation. Why or why
not?
Further investigation
Choose 5 packaged foods that you eat regularly and find the additives labelled on the
packet. Research what eat additive does (flavour enhancer, preservative, colour).
 Related Research Links
ABC 730 – Healthy foods keeping the kids happy
http://www.abc.net.au/7.30/content/2011/s3328245.htm
Betterhealth Channel – Food additivies
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Food_additives
Food Standards Australia New Zealand – What do food additives do?
http://www.foodstandards.gov.au/consumerinformation/additives/whatdofoodad
ditivesd5022.cfm
Thinkquest – Food additives
http://library.thinkquest.org/C001722/additiveswhole.html