Youth Making Choices: Gambling Prevention Program

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Unit 5: Effects of Gambling on the Individual, Family and CommunityPrior LearningPrior to this lesson, students will have:• Understanding of related terminology• Awareness of collaborative practices in all classroom structures• Experience with checklists and spreadsheet resourcesMaterials and ResourcesMaterialsAppendix A• Student Resource 1: T-Chart: Problem Gambling• Student Resource 2: Impact of Problem Gambling• Student Resource 3: Gambling Effects Exit Card• Student Resource 4: 3 Rs of ReflectionAppendix B• Teacher Resource 1: Why Can’t I Just Stop?• Teacher Resource 2: Impact of Problem Gambling• Teacher Resource 3: Signs and IndicatorsInternet ResourcesCollege kids caught in gambling madness. By Michael McCarthy, USA TODAY, March 28, 2007.www.usatoday.com/educate/college/firstyear/articles/20070401.htmProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, and for people who experience gambling problems, and theirfamily members.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.3
Unit 5: Effects of Gambling on the Individual, Family and CommunityLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and experiences> Setting the context for learningIndividual to Whole Group• Think, Pair, Share: Distribute Student Resource 1, T-Chart: ProblemGambling. Working in pairs, students will review previous lesson materialby creating a T-chart of signs and indicators of problem gambling andits impact.• Students will look specifically at situations that could lead to problemgambling.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: T-ChartAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Brainstorm• Students brainstorm ideas as to why it may be difficult for some individualsto stop gambling, despite the negative consequences they experiencebecause of their gambling. Teacher Resource 1, Why Can’t I Just Stop?provides background information.• Conclusions will demonstrate that there are many reasons why peopledevelop gambling problems.Small Group Brainstorm• Students will understand the mixed feelings that an individual who gambleshas by brainstorming a list of “I” statements answering the question: “Whydo you gamble?”Whole Class Debrief• Students will reflect on the activity and generalize their ideas intostatements concerning the many reasons people continue to gamble,despite the potential negative consequences they experience.Whole Class• Using the Teacher Resource 2, Impact of Problem Gambling, generate alist to show the impact felt when an individual, family and the communityare affected by problem gambling. Students complete work using StudentResource 2, Impact of Problem Gambling.Partners• Using Teacher Resource 3, Signs and Indicators, the teacher leads adiscussion about the signs and indicators of problem gambling.• Students will create a checklist to be used by helping professionals todetermine if an individual has some of the indicators of problem gambling.AfL: AnecdotalCommentsAfL: ListAfL: AnecdotalCommentsAfL: ListAfL: ChecklistYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.4
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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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Males are significantly more likely
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Ontario Teens (Ages 15-17)• The m
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10Unit 10:Where Do You Go From Here
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Youth Making Choices: Gambling Prevention Program

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