Youth Making Choices: Gambling Prevention Program

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Unit 7: Reducing RiskDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates a knowledge of key facts• Demonstrates an understanding of terminology related to this unitAssessment Tools> RubricThinking and Inquiry• Demonstrates summarizing skills• Describes information from the perspective of an unbiased researcherCommunication• Organizes and expresses ideas clearly and concisely• Demonstrates effective note-taking skills using informal outline, web,combination notes• Uses conventions of selected genreApplication• Applies understanding to specific situation(s)• Makes connections between familiar concepts and extends intonew conceptsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.2
Unit 7: Reducing RiskPrior LearningPrior to this lesson, students will have:• Awareness of a variety of graphic organizers• Understanding of collaborative learning techniques• Familiarization with key fact techniques and understanding of bias• Some skill with SMART Ideas• An understanding of necessary terminology affecting their understanding of the new materialin this unit• Understanding of choice board of differentiated learningMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Jeopardy Game• Student Resource 2: Scenario Card—What Is the Problem?• Student Resource 3: Sample Influences• Student Resource 4: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Factors That Influence Risk and Decision-Making• Teacher Resource 2: Biopsychosocial-Cultural-Spiritual Model• Teacher Resource 3: What Is the Problem? Sample Answer SheetInternet ResourcesCentre for Addiction and Mental Healthwww.camh.netThis website provides information about alcohol, drugs and mental health prevention and addictionfor the public as well as for professionals. This specific link is for information on youth risk andprotective factors.www.camh.net/education/Resources_teachers_schools/Drug_Curriculum/Secondary/curriculum_riskprotect.htmlProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, people who experience gambling problems, and their familymembers. This specific link is for youth risk factors.www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/YouthAndGamblingRiskFactors.aspxYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.3
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IntroductionGambling in Ontario is
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ReferencesTurner, N., Macdonald, J.
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1Risk2Whatand RewardObjectives:Unde
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Glossary of Terminologygallery walk
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Glossary of Terminologysocietal exp
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2Unit 2:What Is Gambling?Differenti
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Unit 2: What Is Gambling?Appendix A
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Unit 2: What Is Gambling?Appendix B
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Unit 2: What Is Gambling?Appendix B
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Males are significantly more likely
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Ontario Teens (Ages 15-17)• The m
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2GAMBLING AND ITS EFFECTS●●●
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4REDUCING RISKS AND GETTING HELPALL
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Unit 3: ProbabilityDifferentiated I
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Unit 3: ProbabilityLesson PlanMinds
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Youth Making Choices: Gambling Prevention Program

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