L3+Marshall,+Bethany

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** //** Maine **////** Learning Results: **//** Health Education & Physical Health Education -A. Health Concepts ** ** //Students analyze complex health concepts related to family life, nutrition, personal health, safety & injury prevention; and tobacco, alcohol, & other drug use prevention.// **
 * UNIVERSITY **** OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __**** : Bethany Marshall __Date of Lesson__: 3 **
 * __ Grade Level __**** : 9th __Topic__: Personal Safety **
 * __ Objectives __**
 * Student will understand that ** that our families influence the choices we make regarding health and safety.
 * Student will know ** about safety injury and how the choices we make affect us later in life.
 * Student will be able to ** recognize situations that threaten our safety and personal health.
 * __ Maine __****__ Learning Results Alignment __**
 * A6. Basic Health Concepts**
 * Grades 9-Diploma**

*First students will be asked to set different goal marks for each age mark. Students will then be asked to share their goals with the class and talk about how they would feel knowing that something could interfere with them achieving these goals because of one choice they made in life. This will lead into a discussion about why teenagers take part in such risky activities and how many lives they can affect without even knowing it. This discussion during class will help students to think about their own personal choices and why it is important to be taught about safety at a young age. By using what students learned through the hook and discussion they will be asked to create a brochure or comiclife on injury prevention and present their brochure/comic life to the class. *Students will be first assessed by their participation during the class discussion injury prevention and safety facts. Students will then be assessed on their brochure or comic life. A rubric with a checklist will be provided for the students at the beginning of the assignment. Students will be working in pairs chosen from their winter seasonal partners. Each pair will receive a grade on their brochure or comiclife based on the rubric. Each student will be expected to do the same amount of work and I will make it clear to students that if I see one student doing more work than their partner I will deduct points off that student’s participation grade. I will also allow students to come to me if they are having any problems working with their partner. If the pair has followed all the criteria on the rubric then they will receive the total 30 points for this assignment. __ Type II Technology __ : The technology which will be used in this is by having students create a comic or a brochure made on a computer which is promoting safety amongst teens. __Art:__ Students will be asked to work with comiclife/brochures which will require students to use the artistic side in them During this class period students will be working in pairs, chosen from their winter season partner. This pair will be asked to create a comiclife or blog which promotes safety amongst teens and includes statistical information as well. After the class discussion on teen statistics and why it is important to be conscious of our safety. Students will then be asked to set goals for themselves for each age group and students will be asked to share their goals with the class. Once class discussion is completed students will be given the rest of the period to meet with their pair and discuss what they are going to put in their brochure or comiclife. Each member of the pair is going to be receiving the same grade and will be expected to do the same amount of work. If pairs experience problems, students will be expected to come see me right away so we can resolve any issues which the pair is having. Each pair will be graded based on the rubric given to them at the beginning of the class. I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be told that this lesson may cover sensitive matters and if they do not feel as though they can take part in the lesson then I will provide them with an alternative lesson. If a student is absent then they will be expected to see me upon their return. I will review with the students what we went over in class and have a brief discussion with them. I will then explain to students about the project they will be creating and give them the option of working alone or joining an excising pair. If the student decides to work with an already existing pair they will be expected to ask that group if it is ok for them to join and make up all participation points. If a student is absent for a long period of time they will still be expected to complete a brochure or comiclife but will be given a good amount of time to complete this assignment. When students hand in late brochures or comics they get 3 points deducted for every class the assignment it is late. Students will learn about teen statistics including the leading causes of death among teens. (Type I) Students will be expected to use what they have learned through Type I technologies and apply it to a type II technology such as a brochure or a comiclife. Students will be creating one of these two and will be including facts, pictures and safety awareness tips which till be presented to the class. (Type II) Seasonal Partner Chart Goal Setting Paper Brochure Template Laptops Syllabus Pens/Pencils Brochure Template: http://www.mybrochuremaker.com/
 * Rationale:** This Maine Learning Result will be met through this lesson by having students learn about what types of accidents and behaviors which are highest amongst teenagers and doing further research on that by creating a brochure on injury prevention.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * __ Interpersonal:  __** Students will be given the opportunity to take part in a class discussion and be able to work in pairs on their brochure or comiclife.
 * __ Logical: __** Students will be asked to think about why it is important to be taught about safety at a young age.
 * __ Linguistic __:** Students will be creating a brochure/comiclife and will need to include different facts and accident prevention for teens. Student’s brochures will be expected to be well written with no spelling or grammar mistakes.
 * __ Visual: __** Students will be using pictures for their brochure and comiclife and will be asked to look for affective pictures.
 * __ Kinesthetic: __** Students will be given time in class to stretch and take a break from sitting their desks. They will be allowed to walk around and briefly chat with one another.
 * __ Musical: __** Students will be allowed to listen to music while they work and I will have an iPod and speakers to play or they can bring in a radio or plug in their own iPod.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

Teen Statistics: http://www.rmiia.org/Auto/Teens/Teen_Driving_Statistics.htm http://www.statisticstop10.com/Causes_of_Death_Older_Teens.html Agenda: Greet Students Hook (Goal Setting) Talk about teen accident statistics Have students get with winter partners Tell students about Brochure/Comiclife project Give students remainder of the period to work on project
 * __ 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 ** : This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and positive environment. Students will be expected to have respect for one another and mutual respect will be created between the students and me. This lesson meets the needs of six different intelligences giving every student an opportunity to think intellectual, be physical, emotional and social. The handouts in this lesson allow students to feel organized with visual and verbal directions. Students are given a variety of places to find research. Students will be given the opportunity to learn about why safety is so important and ask them to think about their own safety and the choices they make.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson addresses the Maine Standard for Initial Teacher Certification by allowing students to use what they already know and go one step further to learn even more. Most students have some knowledge on why personal safety is important and about teen accident statistics and this lesson really allows students to really look at how our decisions affect ourselves and other people. Students will be putting what they have learned in an interesting way which can even help to teach other students more about personal safety.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : This lesson addresses the Maine Standard for Initial Teacher Certification by using six different multiple intelligences during this lesson. Students are given opportunities to be verbal, move around, reflect on themselves, think about the importance of personal health and present their research to the class through their brochure or comiclife. Students are also given the opportunity to use Type II technologies by doing research on the computer and creating a brochure or comiclife.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : This lesson addresses the Maine Standard for Initial Teacher Certification by assessing students in a number of different ways. Students will be assessed on their participation in class and their project will be assessed by a rubric on specific criteria which they must follow when doing research on their drug and completing their interview
 * __ Teaching and Learning Sequence __**** : **

As students come into the classroom I will give them time to settle in and take out the proper materials. I will then tell the class a little bit about we will be doing in class today. The class desks will be arranged in rows but students will be moving the desks around later in class. Next I will hand out students a worksheet which will have them write down goals for different age marks. I will then ask students to share what some of their goals for their life are with the rest of the class. On the board I will be writing down the different goals for each student under each age mark. I will then tell them about a girl named Carlie who had many of the same goals that they did but because of one mistake she made in high school did not get to reach more than half her goals. I will ask the class about how this made them feel and how they would feel if they were unable to reach their goals. From today's lesson students will understand how our families influence our health and safety. They will also learn different ways they can keep themselves safe and how to prevent themselves from being injured and why it is important to be safe. Students will be able to think about their own choices and think about whether the choices they make every put their life or the life of others at risk. **What, Where, Why, Hook, Tailor: Intrapersonal, Logical, and Verbal.** Once students have completed the discussion about their goals I will hand students out a sheet which includes teen accident statistics. Students will learn about safety and how the choices we make affect us. Students will also learn about why it is important to be taught at a young age about safety. I will ask students to take a look at the teen accident statistics and ask them if any of the statistics surprised them. I will also ask students to think about if any of the choices they make now put their lives at risk or the people's lives around them. I will also ask students to think about the rules their parents or guardians enforce on them and talk about why parents have rules. Students will also be asked to think about how teaching children about safety at a young age can help them throughout life. Through this lesson students will know about leading causes of accidents/death for people their age and how they can prevent these accidents from happening to them. **Equip, Explore, Revise, and Rethink, Tailor: Verbal, Intrapersonal, Visual, and Logical.** After the class discussion is finished I will ask students to look at who their winter seasonal partner is. I will ask students to move to a desk next to that person. At this time I will also give students time to stretch and move around. When students have settled back into their desks I will explain to them that they are sitting with their partner who they will be creating a brochure or comiclife with. Each pair will be creating a brochure or comiclife (one of their choice) on injury/teen accident prevention. They will be asked to include teen statistics, pictures and facts on how teens can stay safe and make good choices and decisions when they are in tough situations. Students will be given the rest of the period to begin their assignment on the school laptops. At this time I will allow students to turn the iPod or radio on and listen to music why they work. By creating a brochure or comiclife students can research more about teen statistics and learn about new ways to stay safe and make proper decisions. Students will be presenting their comiclife and brochures at a later date. **Experience, Reflect, Tailor: Bodily-Kinesthetic, Musical, Spatial, Visual, and Linguistic.** This assignment will allow students to self-assess their own personal safety and think about the decisions which they make in life. It will get them thinking about if there is anything they need to change in order to improve their personal safety. The students will also be assessed on their participation during the hook as well as the class discussion on teen accident statistics. Each pair will also be assessed on their brochure/comiclife. Pairs will be asked to follow the rubric checklist which they were given and each pair will receive the same grade on their brochure. Students will be expected to put in the same amount of time and effort for their brochure and I will monitor while students are working in class to make sure each partner is doing something. If I see a problem I will step in and make the proper changes. **Evaluate**