L5+Minor,+Maria

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 8 Topic: tobacco, Alcohol, and other Drug Use**

 * =**Objectives**:= ||
 * Student will understand that tobacco, alcohol, and other drugs will affect their personal health. ||
 * Student will know tobacco, alcohol, drug use and abuse. ||
 * Student will be able to contrast drug use, abuse, and addiction. ||

A6 Basic Health Concepts Grades: 6-8 Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention. Rationale: This lesson provides students with an understanding of the harmful affects drugs can have on our lives as well as the differences between drug use, abuse, and addiction. ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Health Education and Physical Education**

Students will be observed during the presentation of the hook and the discussion that will follow. Students will break up into jigsaw groups, where each group is responsible for researching a type of drug. I will observe students during their time in the jigsaw groups. Students will have a rubric for the brochure available as a form of self-assessment. || The brochures will be evaluated with a rubric, which will be available to students prior to handing in the assignment. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= =
 * =**Integration**= ||
 * Technology: The class will be using their laptops and internet to research a specific type of drug for which they will need to make a brochure.

Science: Students will be researching the ways certain drugs affect the anatomy and physiology of the body. ||


 * =**Groupings**= ||
 * Students will be grouped into a jigsaw to research for their specific type of drug. Groups will be formed by having each student pick out a slip of colored paper (5 different colors) from a bag or hat. The color of their paper will be the group they are in. Each group will research a specific type of drug, and they will then break up to form a jigsaw, so that each new group has one person representing each type of drug. The students will share their research with the new group. ||

** Visual: ** The photos in the hook.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** During the presentation of vocabulary.
 * Logical:** Students will categorize and analyze the basic health concepts related to drug use.
 * Interpersonal:** Meeting in "jigsaw" teams.
 * Intrapersonal:** Students will work independently on the brochure.
 * Kinesthetic:** The use of laptops as well as getting up and moving during the jigsaw exercise. ||
 * **Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who are absent are responsible for making up the work they missed and meeting with the teacher to review lectures. They will be given an extension of two days for each day absent to complete homework and class assignments they may have missed. Assignments should be turned in on time, but an extension will be given to students who meet with the teacher prior to class. ||
 * **Extensions**

I will incorporate Type II Technology into this lesson by providing students with resources to explore and find information on their specific drug. These resources may be interactive, or in the form of credible journal articles. ||

laptops Brochure making program Brochure rubric ||
 * =Materials, Resources and Technology= ||
 * pens or pencils

- Content notes ||
 * =Source for Lesson Plan and Research= ||
 * - Hook photo sources: http://www.texasdwi.org/images/jacqui_poster.jpg

I will provide students with a safe and comfortable classroom environment. The students and I should be supportive of each other’s opinions, and provide an encouraging atmosphere where it is safe for students to share their thoughts, questions, or concerns during class. I will provide group activities and individual assignments to meet students’ needs. I have also organized this lesson to provide students with clear expectations and procedures. || I will present students with vocabulary based on drug and alcohol use, abuse, and addiction. The presentation will require students to recall any previous instruction they may have had on drug and alcohol use. I will incorporate cooperative learning groups into this lesson through the group jigsaw activity. I will also review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. || I will address six out of the eight Multiple Intelligences in this lesson. These include: ** Visual intelligence in ** the photos in the hook; ** Verbal ** intelligence during the presentation and through assigned readings; Logical intelligence where students will categorize and analyze the basic health concepts related to drug use; Interpersonal intelligence through the "jigsaw" groups; Intraperonal intelligence for students to work independently on the brochure; Bodily-Kinesthetic intelligence in the use of laptops as well as getting up and moving during the jigsaw exercise ||
 * =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:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** I will evaluate students in this lesson through observations in the jigsaw activity. I will be observing group research as well as looking for participation during discussions. The brochure will be assessed using a rubric, which will be made available to students prior to passing in the assignment. ||

Agenda: In this lesson, students will understand that the use of tobacco, alcohol, and other drugs can affect their personal health. This will relate to the students' lives because drugs play a huge role on our health and can affect our health in so many ways. The hook will include a chemical list for what is in a cigarette, a photo of "Not everyone who gets hit by a drunk driver dies", and other photo clips on the negative affect of drug use. These visuals will lead into a class discussion. The hook may be described as a scare tactic and students are free to share their opinions or personal experiences relating to drugs. Students will be asked to comment on the photos if they wish, but they will not have to share any experiences. (15 minutes). **What, Where, Why, Hook, Tailors: Verbal and Visual.** ||
 * =Teaching and Learning Sequence:= ||
 * The classroom will be arranged in groups of 5 desks to support the jigsaw groupings.
 * Hook: Tobacco/Alcohol photos
 * Class Discussion
 * Presentation of lesson vocabulary
 * Jigsaw groups and research
 * Brochure
 * ** I will present the vocabulary for this lesson, and students will be asked to take notes in a Word document on their laptops. The content notes will include tobacco, alcohol, drug use, drug abuse, and drug addiction. Students will need to know about ** tobacco, alcohol, drug use, abuse, and addiction. The presentation will require students to recall any previous knowledge of tobacco, alcohol, and other types of drugs as well as drug abuse and addiction. I will then walk around the room with a bag with slips of five various colors of paper. Students will pick a slip of paper from the bag, and will then find the other members of their groups (those students with the same color slip of paper). Each group will choose from a list of drugs (see attached), which one they would like to research. Using their laptops, students can research the drug and share information with their group members. After sufficient time has been provided, students will break up into a new group. Each new group will be made up of a student representing every color (total of five different colors). Students can share research and information they found with each other. At the end of the process, students will have created the jigsaw. (40 minutes) **Equip, Explore, Rethink, Tailors: Verbal, Visual, Bodily-Kinesthetic, Interpersonal, and Logical** ||
 * Students can begin working on their brochure. The information they found in their research will be used to create a brochure, which will be used to check for understanding. Drugs play a huge role in our lives and if used inappropriately they can have devastating effects. Students will be able to contrast drug use, abuse, and addiction . The brochures will be done on an individual basis, but students can use information their group shared during the jigsaw activity. If the brochure is not completed by the end of class, students can pass it in to the teacher during the next scheduled class. Students can offer peer feedback at any time during this process. Once the brochures are handed in, I will provide feedback and offer students a chance to revise the assignment if they need to before a final assessment. (20 minutes) **Explore,** ** Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal, and Bodily-Kinesthetic ** ||
 * Students will be evaluated using with a rubric (see attached) for the brochure, which will be available for students to refer to while they are working on the brochures. I will also be making some informal evaluations, such as observations on students’ participation in jigsaw groups. (5 minutes) **Evaluate** ||

= =