Making Informed Choices

Overview

This relief lesson supports Year 10 students to understand methamphetamine, its effects, risks and sources of help. Students use reliable health information to distinguish facts from myths and practise evaluating choices without sharing personal experiences or disclosing private information.

Learning intentions

• WALT explain what methamphetamine is and how it can affect the body, brain and relationships.
• WALT identify short- and long-term risks associated with methamphetamine use.
• WALT evaluate health information and recognise trustworthy sources of support.
• WALT apply respectful decision-making and help-seeking strategies.

Success criteria

• I can describe methamphetamine in accurate, non-judgemental language.
• I can explain at least three possible effects or risks.
• I can identify why a source of information may or may not be trustworthy.
• I can name an appropriate adult or health service to contact for help.

Curriculum links

• Health and PE — Physical Education / Personal exercise plan: progression, overload and variety support informed approaches to wellbeing and performance.
• Health and PE — Movement skills and sport: understanding how substances can affect fitness, coordination, decision-making and performance.
• Health and PE — Personal exercise plan: using qualitative and quantitative information to make informed health decisions.
• Health and PE — Personal exercise plan: applying principles to adapt and refine approaches to personal wellbeing.

The lesson also develops the key competencies of managing self, thinking, relating to others, and participating and contributing.

Lesson structure (55 minutes)

1. 0–5 min · Settle and safety briefing. Teacher welcomes students, establishes the rule that nobody shares personal or family experiences, and opens the hook and learning intention slides. Students anonymously write one question they have about methamphetamine on a small piece of paper; the teacher collects these without reading names.

2. 5–13 min · What is methamphetamine? Teacher uses the definition and body-effects slides to explain that methamphetamine is a powerful stimulant drug that affects the central nervous system. Clarify that it may increase alertness and energy briefly but can also raise heart rate, blood pressure and body temperature, disrupt sleep and affect judgement; students record two accurate facts on the methamphetamine information worksheet.

3. 13–25 min · Effects and risks. Teacher explains immediate and longer-term effects, including anxiety, irritability, confusion, dependence, cardiovascular strain, dental and physical health problems, reduced concentration, relationship difficulties and impacts on school, work and sport. Avoid graphic detail and stress that risks vary, but no use is risk-free. Students complete the worksheet’s matching and short-answer tasks, then compare answers with a partner.

4. 25–37 min · Myth, fact or needs checking? Teacher displays four statements from the myth-check discussion slides and models checking the wording, evidence and source rather than relying on confidence or popularity. In pairs, students classify the statements on their worksheet as accurate, inaccurate or requiring more evidence, and justify one decision using: “I think this because…” The teacher takes feedback and corrects misconceptions.

5. 37–47 min · Decision-making and help-seeking. Teacher presents a fictional scenario from the scenario and support slides: a student is pressured to try methamphetamine at a gathering and is worried about a friend. Groups identify a safe next step, a respectful refusal or boundary statement, and a trusted support person. Students complete the worksheet section “What could help?” Emphasise moving away, contacting a trusted adult, and seeking professional help rather than managing an emergency alone. If someone is unconscious, having a seizure, struggling to breathe or extremely overheated, students should call 111 and stay with them if safe.

6. 47–55 min · Review and exit response. Teacher revisits the learning intention and invites students to answer the anonymous questions where possible, using the recap and exit-ticket slide. Students complete the final worksheet prompt: one accurate fact, one risk, one trustworthy source of help, and one question they still have. Collect worksheets at the door.

Resources

• the methamphetamine health education slide deck
• the methamphetamine information worksheet
• Board or projector
• Pens or pencils
• Small slips of paper for anonymous questions
• Visible classroom expectations for respectful discussion
• School wellbeing or guidance referral information
• Teacher access to emergency procedures

Assessment

• Listen for accurate use of terms during partner and group discussion; address myths immediately.
• Check worksheet responses for understanding of effects, risks, source reliability and help-seeking.
• Use the final four-part response as an exit assessment: fact, risk, support and remaining question.
• Refer any student who requests private support to the school counsellor, nurse, dean or another appropriate trusted adult. Do not ask students to disclose personal experiences publicly.

Differentiation

• Provide the worksheet’s key vocabulary and sentence starters, such as “A possible short-term effect is…”, “This source is trustworthy because…”, and “A safe person to contact is…”.
• Allow students to respond in writing rather than speaking, and offer a quiet seating option or brief time out through the school’s usual process.
• Pair students thoughtfully and give groups defined roles such as reader, evidence checker and reporter.
• For extension, students compare two fictional information sources and explain which is more reliable, considering author, evidence, date and purpose.
• Use plain language, read instructions aloud, and check understanding privately for EAL learners or students needing literacy support. Avoid requiring eye contact, personal examples or role-play involving drug use.