PSHE KLA, Integrated Humanities, Key Stage Three
Topic: Stay Away From Addiction (Teacher’s Guide)
Unit &
Learning &Teaching Objectives & Activities
Topic
No. of
Teaching &
Lesson
Learning
Remarks
Resources
Part One - Are you addicted to something?
1.1 Indicators of
addiction
Objective:
0.5
1. To understand the indicators of addiction
2. To be cautious of addiction
Activity:
1. Teacher asks students to name some examples of
addiction and do they have addiction.
2. Students individually name one thing they like to
do most. Use the questionnaire on Student
worksheet p.1 to test if they are addicted to this
thing.
3. Teacher concludes this unit by asking students
these two questions:
 Are you addicted to something?
 What is addiction? How does it differ from hobby?
1.2 - What
makes
addiction
Objective:
1. To understand the meaning of addiction, and
Student
worksheet
p.1
0.5
Some examples of addiction: Alcoholism, drug
abuse, internet addiction, eating disorder,
smoking, doing exercise, compulsive buying,
problem gambling etc.
different
from hobby
or love?
2. To understand the differences between addiction
and love / hobby
Activity:
1.3 - What are
people
addicted to?
1. Students read the three cases of addiction(Cathy,
Dan and Fred) on Student worksheet p.2-3 and
induct the elements of addiction.
2. Teacher concludes this unit by listing the elements
of induction on the board and highlighting them as
the differences between addiction and hobby or
love.
Objective: Understand the concepts of substance
addition and process addiction
Student
worksheet
p.2 - 3
Students may confuse “indicators of addiction”
with “elements of addiction”. In this case
teacher may remind students that indicators are
not a part of addition, they are just measurement
of addiction.
1.0
Activity:
1. Students brainstorm about things that people are
addicted to and classify them.
2. Students report their answers.
3. Teacher summarizes students’ answers and
concludes this unit by highlighting the concepts of
substance addiction and process addiction.
Student
worksheet
p.4
Students may suggest different ways of
classifications. Teacher should not reject or ignore
any classification as long as it is reasonable.
However, teacher may remind students that
some classifications are more meaningful or
helpful than others.
Part Two - Why and how do people become addicted?
2.1 - Factors
of addiction
Objective: Identify the source, environmental and
personal factors of addiction.
Activity:
1. Students brainstorm some factors that lead to
0.5
addiction.
2. Teacher introduces briefly to students the factors
of addiction on Student worksheet p.6.
3. Students classify the factors into source, personal
and environmental factors. Put the factors into the
Venn diagram on Student worksheet p.7.
2.2 - Stages of
addiction
Objective:
Student
worksheet
p.5 - 7
Teacher should remind students that some of
factors are not purely personal, source or
environmental. That is why they are asked to use
a Venn diagram to organize them. A Venn
diagram allows different categories to overlap.
1.5
1. Understand how people become addicted
2. Be aware of the vicious cycle of addiction
Activities:
1. Students read the six stages of addiction on
Student worksheet p.8.
2. Use the case of Cathy (in Unit 1.2) as an example to
illustrate the six stages of addiction.
3. Students’ group work: Base on the factors and
stages of addiction they learn in Unit 2.1 and 2.2,
write a story to show how and why a person
becomes addicted to gambling.
Student
worksheet 8 10
Teacher may show students the rubric on Teacher
worksheet p.10 to help the latter understand
what a good story should be.
Part Three - Drug abuse by Hong Kong youngsters
3.1 - What is a
good leaflet?
Objective: Understand the features of a good leaflet.
Activity:
1. Students read the news headlines given on Student
worksheet p.11.
2. Teacher informs students their task of making a
Teacher should remind students that it is not
necessary for a person to go through all six stages
to become addicted.
1.0
Student
worksheet
p.11-12
3.2 - List
guiding
questions
leaflet about drug abuse by Hong Kong youngsters
and the harmful effects of drug abuse. Teacher also
briefly introduces the four steps of making the
leaflet: (1) Understand what a good leaflet is, (2)
List guiding questions, (3) Information collection
and (4) Make the leaflet.
3. Teacher distributes copies of two leaflets (of any
topic) to students.
4. Students choose the better one and tell its merits
over the other one.
5. Teacher summarizes students’ ideas on board to
highlight the qualities of a good leaflet.
6. Base on the qualities of a good leaflet, students
complete their rubric on Student worksheet p.12.
Objective: Decide what information the students
should collect for their leaflet.
Each student or each group of student hands in a
rubric to teacher. Teacher may choose the best
rubric to mark all leaflets.
1.0
Student
worksheet
p.13
Activity:
1. Teacher asks students what they want to know
about drug abuse by Hong Kong youngsters.
2. Base on the 6 Ws, students list guiding questions
about drug abuse by Hong Kong youngsters. Put
the guiding questions in Student worksheet p.13.
3.3 Collecting
information
about drug
abuse and its
effects
Objective: Guide students to collect information for
their leaflet.
Activity:
1. Teacher introduces the meaning of drug abuse to
Teacher may combine similar questions given by
students.
Teacher should not reject or ignore any
reasonable guiding questions raised by students.
It’d be better to let students decide what they
should put into their leaflet.
2.0
Student
worksheet
p.14-22
students or show students a video about drug
abuse in Narcotics Division’s web site:「濫用藥物及
其對個人、社會的遺害」:
http://www.nd.gov.hk/pop_health.htm (Chinese
version only)
2. Refer to Student worksheet Unit 3.3. After reading
Source One - A and Source One - B, students
answer Q.2(1) and (2). They should also discuss
why the proportion of young drug abusers differs
a lot between the two sources and answer Q.2(3).
3. Students report which source they choose to
represent the commonness of drug abuse by HK
youngsters and justify their choice. Teacher lists
students’ arguments on the board as answers to
Q.2(4).
4. Students read Source Two - A, B, C and D. They
then discuss and answer Q.3 in at least 200 words.
3.4 - Making
the leaflet
5. Students answer Q.4 and Q.5. For Q.5, teacher may
give some examples of social and economic effects.
Objective & activity: Have students make the leaflet
on lesson or at home.
3.5 - Fighting
drug abuse in
Hong Kong
Objective: Understand the different actions against
drug abuse in Hong Kong and what youngsters can
do to stay away from drugs.
Activity:
As both Sources One - A and One - B have their
own strength, students may choose either one to
represent the commonness of drug abuse.
Teacher should remind the students about the
use of the 6 Ws. However, as different students /
groups may have set different guiding questions
in Unit 3.2, they may either modify their guiding
questions to fit Sources Two A, B, C and D, or
look for extra sources that provide the
information they want.
0.0
or
1.0
2.0
Student
worksheet
p.23
Student
worksheet
p.24-29
Remind students about the requirements listed
on Student worksheet p.12 and the rubric.
1. Teacher asks students to name some actions
against drug abuse and remind them the diversity
of these actions.
2. Teacher briefly introduce actions A - M on Student
worksheet p.24 - 25.
3. Teacher introduces the differences between actions
at individual level and institutional level, and the
differences between actions to reduce demand and
to reduce supply.
4. Students classify actions A - M by the above
criteria and put tem in the matrix on Student
worksheet p.26, describe and explain the
differences between individual and institutional
actions.
5. Teachers ask students to recall some factors which
cause youngsters to abuse drug. Students read
“Grace’s Story - Part One” on Student worksheet
p.27 to identify some factors that help youngsters
to stay away from drugs.
6. Read “Grace Story - Part Two” to students. Ask
them to imagine (i) what Sam might say to make
Grace take drugs, and (ii) what Grace might say to
reject the drugs.
7. Students suggest answers.
Teacher may visit Hong Kong Christian Service’s
web site to show students a video about rejecting
drugs: 「防毒秘笈」:
http://www1.hkcs.org/video/a19ps3301.wmv
(Chinese version only)
Part Four - Internet addiction in our school
4.1 Objective:
Knowing
internet
1. Understand the features and problems of internet
addiction and
addiction.
its effects
2. Introduce the task to students.
Activity:
1.0
Student
worksheet
p.30-32
4.2 Brainstorm,
mind map
and list
guiding
questions
1. Teacher asks students to tell their impression and
give examples about internet addiction.
2. Students read Source One and answer Q.1 - Q.3.
3. Teacher concludes this unit by highlighting that
internet addiction seems common in Hong Kong
and is harmful, it is worthwhile for us to study.
4. Teacher briefly describes the Task “Study internet
addiction in our school” and its six steps listed in
Student worksheet p.30.
Objective:
1. Identify important concepts and sub-questions
about internet addiction.
2. List guiding questions that tell students what
information they should collect.
Teacher may remind students that there may or
may not be internet addiction in their school.
Even if they think that there are few students
addicted, it is still meaningful to study the
internet use pattern in their school.
Teacher should direct students’ attention to the
overall pattern of internet use in school instead of
individual student’s internet use.
2.0
Student
worksheet
p.33-35
Activity:
1. Students brainstorm about the topic “Internet
addiction in our school”. Teacher demonstrates
meaningful classification of the resultant ideas on
the board.
2. Teacher introduces the steps of mind mapping to
students.
3. Students organize their ideas from brainstorming
with a mind map.
4. Base on the mind map and their own interest,
students set guiding questions and sub-questions
for their study.
5. Teacher lists some typical guiding questions and
sub-questions on the board as examples.
Teacher may show students this video and ask
them to identify the influence of internet use on
youngsters: Hong Kong Christian Service: 親子
溝通之網絡世界篇:
http://www.hkcs.org/fcb/cc/video/wmv/f08w
orldwideweb.wmv (Cantonese version only)
Teacher may find helpful hints and tools in the
Project Learning Web Site of the Education
Bureau : http://cd1.edb.hkedcity.net/cd/project
learning/index.html
If students find it difficult to set the guiding
questions, teacher may remind them to read the
articles in Source One. The articles suggest
something that students may investigate into, say
the commonness and effects of internet addiction,
and the profile of the addicts.
Different groups of students will certainly
produce different mind maps and guiding
questions. It is a good idea to let different groups
share their mind maps and guiding questions. It
allows them to learn from the others.
4.3 - Set,
Objective: Set a good questionnaire that provides
distribute
students with the information they want.
and collect
questionnaire Activity:
1. Students read the bad questionnaire on Student
worksheet p.36-37, identity its defects and report
them to their classmates.
2. Teacher tells students how to fix the defects they
identify and briefly explains the criteria of a good
questionnaire listed in Student worksheet p.38 to
students.
3. Base on their guiding questions and sub-questions,
students set their own questionnaire.
4. Teacher chooses the best questionnaire from
students, reproduce enough copies and distribute
them to the sample students. Teachers are advised
to adopt stratified random sampling. Sample size
in each form (S.1, S.2etc) should be larger than 30.
2.0
Student
worksheet
p.36-40
Part One of the questionnaire is pre-set/given
because it contains a tested internet addiction
assessment. Students should not modify this part.
Other assessment on internet addiction can be
found in these web sites:

http://www.stresscure.com/hrn/addiction.ht
ml

http://www.netaddiction.com/resources/ int
ernet_addiction_test.htm
Different students may put different questions
into Part Two. Teacher should respect students’
choice as long as the questions they choose are (i)
relevant and (ii) technically okay.
4.4 - Write a
report on
internet
addiction in
your school
Objective:
2.0
1. Collate the information about internet addiction
collected to facilitate analysis.
2. Analyze the data and draw appropriate
conclusions about internet addiction in school.
Student
worksheet
p.41-46
Activity:
4.5 - Breaking
your
addiction or
bad habit
1. Students are assigned different tasks according to
their class number.
Teacher may decide how many students are
allocated to each task according to class size and
the characteristics of their students.
2. The respondents are classified as “normal users”
and “addicted users”, according to their score in
Part One.
3. Students put the data into the data entry form in
Student worksheet p.42-43.
4. Teacher distributes copies of the completed data
entry form to students. Students identify the
patterns of internet use and/or addiction from the
form, draw appropriate conclusions and write a
report.
Objective:
It should be noted that while the developer
considers the scale a workable measure of
Internet addiction, she also points out that
further study is needed to determine its validity.
1. Students identify factors that sustain their bad
habits/addictions.
Teacher may show students the rubric on Teacher
worksheet p.45-46.
2.0
Student
worksheet
p.47-49
2. Work out a plan to solve or relieve the problem.
Activity:
1. Students name one bad habit or addiction they
have and suggest why it is difficult for them to quit
that bad habit or addiction.
2. Group members share the difficulties in breaking
their addiction or bad habit, then work together to
classify all difficulties into several categories. Use a
tree diagram to organize the difficulties.
3. Teachers introduce the 3-R & 3-S methods in
Student worksheet p.49 to students.
4. Base on these principles, students suggest ways to
quit internet addiction or overuse.
Students are advised to work on Activity 1 alone.
No discussion among students.
Extension - Opium smoking in 19th-century China & its effects
E.1 - Opium
& its early
history in
China
Objective: Know opium and its history in China
1.0
Activity:
Student
worksheet
p.50-52
1. Teacher asks students to tell what they know about
opium. Visit the web site “Opium Museum” to
show some photos of opium smoking in China:
http://www.opiummuseum.com/index.pl?pics&6
0
2. Students read Sources One to Three to know the
use of opium in China. Do tasks 1 - 5 on Student
worksheet p.51-52.
E.2 - Effects
of opium
Objective:
Teacher should remind students about this: (1)
Opium use has a long history in China, (2) It was
firstly abused by the rich people and the royal
families, then by the others, and (3) It had many
harmful effects on China.
1.0
Student
worksheet
smoking in
19th-century
China
1. Understand the effects of opium smoking on
19th-century China.
2. Be able to differentiate direct and indirect effects
p.53-55
Activity:
1. Teacher tells students some direct effects of opium
smoking, then asks students to trace other possible
indirect effects of opium smoking. Base on the
direct and indirect effects, teacher draws a simple
flow chart on the board to illustrate what a flow
chart is.
2. Students read Source Four. Organize the direct and
indirect effects of opium smoking with flow chart.
Draw the flow chart in Student worksheet p.55.
E.3 - Who
should be
responsible
for the opium
problem in
early
19th-century
China?
Objective:
1. Understand the role of different parties in drug
abuse problem.
2. Use critical thinking skills to reject common
excuses and fallacies.
Activity:
1. Teacher asks students to read Source Five.
2. Students identify the role of different parties in
Qing China’s opium problem. They put the
answers in the table in p.58-60.
3. Different groups assume the different roles in the
table Column 1. Give arguments to justify what
they do.
4. Give arguments to challenge other groups’
justifications.
Base on the flow chart on the board, teachers
should highlight the fact that (1) one direct effect
may cause various indirect effects, and (2)
various direct effects may cause the same indirect
effect.
Teacher may (1) give the rubric on Teacher
worksheet p.55 to students, or (2) asks students to
work out their own rubric.
1.0
Student
worksheet
p.56-60