L1+Goodrow,+Megan

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 8 Topic: Tobacco**

 * =**Objectives**:= ||
 * Student will understand that there are significant differences between the health of a tobacco user compared to the health of a non-tobacco user. ||
 * Student will know what heart disease is and the differences between use, misuse, abuse, and addiction. ||
 * Student will be able to compare and contrast the health of a tobacco user to the health of a non-tobacco user. ||

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 correllated with tobacco use.** ||

 * The final product will be a Wiki Page that has the comparisons between health risks correlated with tobacco use and health benefits of quitting smoking tobacco. They will need to provide a list of resources as well. Students will be given a checklist with the expectations clearly explained. They will be able to follow the checklist that lists the required elements. By providing the students with a handout that gives them exact guidelines, they are able to understand what is expected of them for their project. || = =
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will be doing some self-assessing and will have a checklist to follow. Providing a checklist will help keep the students aware of the progress they have made and what they need to work on. Students will be able to meet with their peers and share their ideas. By sharing their ideas with their peers, they will be able to have a discussion with classmates and then hearing each others opinions. ||
 * **Summ****ative** (Assessment of Learning)

Technology-The students will be creating a Wiki Page that provides several comparisons in health between the tobacco user and the non-tobacco user and provide several resources for others to look into. ||
 * =**Integration**= ||
 * Science-The students will be comparing the health of a tobacco user to the health of a non-tobacco user. The students will be looking at the differences between the lungs of the two individuals.

Students will be meeting with partners that I have paired them up with. They will count off by two’s; the students that are ones will be doing health risks associated with tobacco use and the twos will be doing health benefits of quitting smoking tobacco. While the students are in pairs, they will be able to develop ideas for their Wiki Pages and have a discussion with other pairs around them. When the students meet with their peers, this will give them the opportunity to gather different ideas and information from one another. ||
 * =**Groupings**= ||

Visual: The visual part of this lesson can be met through the video clip in beginning as a hook. Verbal: When the students meet with a partner and discuss their ideas, the verbal part of this lesson will take place. Intrapersonal: When the students are working on their projects and doing research, they will be getting some intrapersonal work. Interpersonal: The interpersonal part of this lesson can be met while the students are sharing ideas with their partners. Naturalist: Connect the use of tobacco with the environment for the students with a naturalist point of view. Bodily-Kinesthetic: The students will be using their laptops to be doing research for their product. Musical: The hook that I will be using involves two men singing a song and one of them is playing a guitar as well. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. 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 student’s job to ask a fellow classmate what they have missed.  ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**
 * I will be showing a video clip from the internet to incorporate Type II Technology into the lesson. Many of the students may be familiar with the clip which should encourage a discussion in the classroom. This video clip will engage the students through a real life situation and also how it directly correlates with the lesson and the negative long term effects that can follow extended tobacco use. The students will also be creating a Wiki Page with the information they have retrieved from doing research on the internet. ||

Syllabus Video Clip (http://youtube.com/watch?v=xRHvZazd4IM) Laptops Checklist URL/Questionnaire handout Pens/Pencils Wiki Page ||
 * =Materials, Resources and Technology= ||
 * **__Day 1__**

http://youtube.com/watch?v=xRHvZazd4IM- This is a short video clip of a commercial for tobacco use prevention. There is an individual with a tracheotomy that sings a song about the health effects associated with tobacco use. http://www.cdc.gov/tobacco- This website provides some basic background information on tobacco use and the effects on the user as well as people surrounding them. http://www.cdc.gov/HealthyYouth/tobacco/index.htm- This website provides some statistics about tobacco use and the trends over recent years. http://www.cdc.gov/tobacco/data_statistics/Factsheets/health_effects.htm- This website provides some general information about the negative health effects associated with tobacco use. ||
 * =Source for Lesson Plan and Research= ||

**Rationale**: Students will be given clear instructions verbally for what this lesson is focused on and what will be expected from them 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 Wiki pages 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. ||  ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">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.
 * __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 correlated with tobacco use 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 tobacco use. The students will be working in pairs to develop their Wiki pages 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:** <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">The MI theory will be focused on to make sure that this lesson will engage as many different learners as possible. A video 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. Also, students’ IEPs, 504s, or ELLIDEPs will also be focused on so that any modifications or accommodations can be made if necessary.
 * __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 Wiki page. ||

<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">The classroom will be set up in groups of four, each at their own desk. <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'">Take attendance <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Review Syllabus <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Video (hook) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Research on internet/questions <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Wiki Page <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Once the students have taken their seats, they will each receive a syllabus that has been designed by me which will provide them with the expectations for the class. We will then go over the syllabus as a class and make sure the expectations are clear and answer any questions the students may have. For this lesson, students will understand the idea that there are significant health risks that are associated with tobacco use and serious health benefits from quitting smoking tobacco. The idea behind this lesson is to get the students to relate to this lesson by giving them real life situations and how serious the negative effects are that result from tobacco use. The class will start off with a short video clip (http://youtube.com/watch?v=xRHvZazd4IM) of an individual who has had a tracheotomy in result of smoking tobacco. This will engage the students by showing them that there are serious consequences that will be a result of excessive tobacco use. I will go back to the video and pause it toward the end when it is showing a specific statistic to make sure that the students see it since they will be discussing it later on. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> **//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-SIZE: 10pt; FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-style: italic">Where, Why, What, Hook, Tailor: Verbal, Visual, Intrapersonal, Logic **// || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">I will be passing out a survey to the students before we begin the lesson as well to get an idea of their backgrounds with tobacco use. (See attached handout). It will be anonymous because it is strictly to get a feel of what the students have had to deal with in their lives. They will be introduced to the general health effects of tobacco use and diseases that are directly correlated. They will be provided with a handout (see attached handout with URLs) with several links provided, giving them some basic ideas of the side effects of tobacco use and then given the opportunity to explore some questions and attempt to answer them by doing research on their laptops. Students will be able to get into groups and discuss some of their questions with peers and try to get some answers from each other. They will be provided with a sample of how the Wiki page should look. (See attached handout for sample of Wiki page). After a discussion as a group, they will be brainstorming ideas for the Wiki page individually. They will then meet with their partners, one student for health risks of tobacco use and the other for health benefits of quitting smoking tobacco. At this time, they will be able to have a discussion with their partners about how to complete the Wiki page. (20 minutes) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Once the students have had the opportunity to discuss with their partners how they are going to go about completing their Wiki page, they will begin doing research for their side. They can use the links that have been provided on the handout (see handout with URLs) and are also required to find one extra link that supports the information they find that was not provided on the handout. The students will be able to compare and contrast the health of tobacco users to the health of non-tobacco users or and/or people who have quit smoking tobacco. The students will also be encouraged to think about how tobacco affects others around then and the environment while doing their research. Also during this time, I will be available for questions about their Wiki pages to provide feedback. I will be able to let them know if they are missing any key components. (45 minutes) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Students will be evaluated by following the checklist that has been provided. The checklist will outline exactly what needs to be put on the Wiki page and clearly explain what their expectations are. If they student do not complete their Wiki page with the class time provided, they will discuss with their partners how they will be able to finish it for the following class period. They will need to go over their checklist that night and make sure they have complete what needs to be completed for the next class. I will inform the students that they will need to be prepared for the next class to present their Wiki pages and have a printed version. Also, the students will be informed that the following class will be focused on drug abuse and will be introduced after Wiki page presentations. (5 minutes)
 * =Teaching and Learning Sequence:= ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Equip, Explore, Rethink, Tailors: Visual, Verbal, Interpersonal ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Explore, Experience, Rethink, Tailors: Intrapersonal, Interpersonal, Bodily/Kinesthetic, Naturalist ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Evaluate, Tailors: Verbal, Interpersonal ** ||

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