L3+Goodrow,+Megan

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 8th Topic:Alcohol Use**

 * =**Objectives**:= ||
 * Student will understand that alcoholism affects others around him/her. ||
 * Student will know the differences between alcohol use, misuse, and abuse and the basic effects of alcoholism. ||
 * Student will be able to role play how excessive use of alcohol effects others around him/her. ||

C1. Health Practices and Behaviors Grades 6-8 Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention.**
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results//: Health Education and Physical Education-C. Health Promotion and Risk Reduction
 * Rationale: This lesson will help students further understand the negative effects correlated with alcohol use, not only negative effects on themselves, but also others surrounding them.** ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will be provided with a checklist and will also be doing their own self-assessments. By providing the students with a checklist, the students will be able to keep track of the progress they have made. Also with using these checklists, the students will also be able to identify what needs to be finished and when it needs to be finished. Students will be able to receive feedback from their peers and also myself so that if necessary, they can make revisions. Allowing the students to make revisions will result in a better final product because they have had the opportunity to fix what they feel or their peers and myself feel that they could change. ||
 * **Summative** (Assessment of Learning)
 * The final product will be an iMovie showing how drug use can affect an individual and also the people surrounding them. The students will be given a rubric that shows them what is expected from them in their final product. ||

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 * =**Integration**= ||
 * __Technology__**-** The students will be using technology when they are creating their iMovie. ||

Students will be put into groups of four and will be selected by counting off by fours. The ones will be one group, twos another group, threes a group, and fours the final group. Within the group, they will then decide who will be doing what for their final products.While the students are in the groups, they will be having discussions over questions presented to them on the handout I have provided them with. ||
 * =**Groupings**= ||

Verbal-The discussions that they will be having within their groups Visual- Photos of accidents Intrapersonal-Thinking individually about what they want to put into the iMovie and of any questions that they would like to ask. Interpersonal-Discussions and working with groups for iMovie Musical-Incorporating music into their iMovie Bodily/Kinesthetic-Participating in the iMovie || It will make a difference with how much time the student has to complete something depending on why they have missed a class. They will need a note explaining why they have missed the class and it will be excused which will give them 2 days to turn in the work they have missed. If they cannot present a note they will only have one day to turn in the homework they have missed. It is the students job to ask a fellow classmate what they have missed. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * * I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * **Extensions**
 * Students will be creating an iMovie that shows how alcohol affects the individual as well as others surrounding them. They will be able to search the internet for ideas and then actually creating the movie. ||

Laptops Pencils/Paper Handouts Hook (http://www.helpjacqui.com/home.htm) ||
 * =Materials, Resources and Technology= ||

http://www.helpjacqui.com/home.htm- This is a website that has a picture of an individual before she was  hit by a drunk driver and then a picture of what she looks like now after the accident. http://www.car-accidents.com/pages/accident_story/3-11-04.html- This is a website that provides several  links to look at which provide you with pictures of accidents that were alcohol related. http://www.helpguide.org/mental/alcohol_abuse_alcoholism_signs_effects_treatment.htm- This is a  website that gives more information on how alcohol becomes a problem and some signs that may  appear. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.nt.gov.au/health/healthdev/health_promotion/bushbook/volume2/chap1/major.htm- This <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> website provides some information about short term and long term effects of alcohol abuse. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> ||
 * =Source for Lesson Plan and Research= ||

<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Students will be given clear instructions verbally for what this lesson is focused on and what will be expected from then by then end. There will be handouts, including a checklist for the students to follow and give them an idea of what needs to be done. During this lesson, there will be times for the students to think individually and to use their own creativity when developing their iMovies as long as they follow the checklist. The importance of this lesson will be discussed in the classroom as a group and there will be an understanding of how this lesson relates to health education and also the real world. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">In this lesson, several health terms and diseases, and affects correlated with alcohol abuse will be introduced. (See attached content notes). Also in this lesson, students will demonstrate a healthy practice and/or behavior to maintain or improve their own health in relation to alcohol abuse. The students will be working in groups of four to develop their iMovies and focusing on the content that they are doing their research on.
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** The<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> theory will be focused on to make sure that this lesson will engage as many different learners as possible. Photos will be used to help engage the students at the beginning of the class, and also several handouts will be passed out. Students will be able to do research on the internet by themselves and also have discussions with their peers throughout the lesson. The focus of this lesson will be related to the environment and how it relates to the real world. The students will be making an iMovie to role play how alcohol abuse affects the individual as well as others around them. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Students will be doing their own self-assessments and also following a checklist. They will be discussing the topic with their peers and hopefully answering questions amongst themselves. The students will also be provided with the checklist that clearly states the expectations for their iMovie.

<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">The classroom will be set up with four students at each table. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Agenda __ <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Hook <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Photos of accidents <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Students into groups of four <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Handouts <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Research to answer questions <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Begin working on their videos <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Students will be placed into groups of four by counting off by fours. The ones will all be in a group, twos in a group, threes in a group, and fours in a group. I will first show them the hook which is the website with a picture of an individual who was hit by a drunk driver but was not killed. They will be able to view the photos of accidents that were a result of drinking and driving with some of the links that have been provided. (See attached handout with URLs). This will help engage the students by providing them with real life situations. After they have viewed some of these photos, we will have a discussion as a class about the pictures and what the class thought about them. //**<span style="FONT-FAMILY: 'Arial','sans-serif'">Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention. **////<span style="FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold">(5 minutes) // //**<span style="FONT-SIZE: 10pt; FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-style: italic">Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Bodily/Kinesthetic **// || //<span style="FONT-SIZE: 10pt; FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold">At this point students will be in their groups of four and be able to discuss how they are planning on completing their iMovies. The iMovie will be a skit that the group has created on their own and using resources that have been provided. (See attached list of resources and checklist). They will have the opportunity to search the internet for ideas that will help them produce their iMovies. When making their movie, they will have be in the movie themselves using ideas they have found on the internet. The students can also incorporate music into their videos if they want to. Students will have to discuss in their groups how this iMovie will be completed. (20 minutes) // <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Once students have decided how they will divide the work between the group they can begin creating their video. The roles that they will have will vary, depending on what they choose to use for a skit. They have some ideas on the checklist that has been provided as to what they can have their skit be about. (See attached checklist). They will be allowed to go outside with permission only if they would like to work outside on their iMovie. (50 minutes) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">At the end of the period, students will be informed that they will have about half of the period in the following class to make final changes on their iMovie. They will be able to follow the checklist to make sure that they have all of the key components for their products. The students will be reminded that they have three days to complete their iMovies and will be presenting them to the class after those three days of work. I will make sure that the students are clear with the assignment and answer any questions they might have. Once completed with this lesson, I will introduce that nutrition will be the next topic focused on. (5 minutes)
 * =Teaching and Learning Sequence:= ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Equip, Explore, Rethink, Tailors: Interpersonal, Bodily/Kinesthetic, Musical ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Equip, Explore, Rethink, Tailors: Verbal, Interpersonal<span style="FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold"> ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Evaluate, Tailors: Verbal, Interpersonal ** ||

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