L2+Goodrow,+Megan

=**UMF LESSON PLAN FORMAT**=

**Grade Level:8th Topic:Drug Abuse**

 * =**Objectives**:= ||
 * Student will understand that drug use can affect an indivudiual's health and also their friends and family. ||
 * Student will know the differences between use, misuse, abuse, and addiction, and also what stimulants and depressants are. ||
 * Student will be able to tell a story about how drug use affects not only themselves but also their family and friends. ||

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 give the students the understanding of why it is important to not use or abuse any sort of drugs because of the effect on their body as well as others surrounding them.** ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The students will be given a spider map to fill out what they know about drug use at the beginning of class as a pre-assessment and it will not be graded. Students will be given guidelines to follow. A checklist will be available to follow so that the students can see where they are. The checklist will help give them idea of what they have finished and what they need to get done. Students will also be receiving feedback from me and also their peers. They will be getting feedback by being separated into groups and sharing their ideas with each other. This feedback will give the students the opportunity to make revisions if necessary and then fine tune anything that they need to in order to make their final product better. ||
 * **Summative** (Assessment of Learning)
 * The final product will be a podcast commercial or an iMovie telling a story of how drug abuse can affect an individual as well as others surrounding that individual. The students will receive a checklist that has been designed by me. This checklist will provide the students with a set of guidelines and expectations. (See attached checklist). With this checklist, the students will understand what needs to be done for their final product. ||

= = The students will be doing research on their lap tops to find information about the subject. Another way that type II technology will be incorporated during this lesson is from their final product. The students will be in pairs or groups and need to develop a scenario and/or a skit. Once the students have done this, they will make it into a podcast or an iMovie. It should be similar to a commercial. ||
 * =**Integration**= ||

Students will be put into groups to work on their project. When the students enter the room, they will be handed a colored index card and when the time comes to meet with their group, they will find other students with the same color index card which will determine the group. This will give the students the opportunity to hear others ideas as well as getting feedback on their own ideas. The students will remain in groups to work on their project and finish their commercial that is either a podcast or an iMovie. ||
 * =**Groupings**= ||

 Verbal: The students will be watching a short commercial and also have time to share ideas with their group members during discussions. Naturalistic: The students will be given the opportunity to go outside to work on their projects if they are planning on making an iMovie commercial. Visual: The students will be provided with a handout of negative effects that are associated with drug abuse. Kinesthetic: The students will be using their laptops for research on the internet and also moving around to find their group members that have the same colored index card. Musical: The students will be able to incorporate background music into their iMovie or podcast commercials. Interpersonal: The students will be working in groups to complete their iMovie or podcast commercials. Intrapersonal: The students will have time to work individually and do their own research before they get into groups to work on their iMovie or podcast commercials**.** Logic**:** Students will be able to think about what the commercial is really trying to get across and what could make a more effective commercial.  || 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 students’ job to ask a fellow classmate what they have missed. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodation**
 * **Extensions**
 * The students will be creating a podcast or iMovie commercial that tells a story about how drug abuse can affect an individual as well as others surrounding that individual. They will also be using their laptops to search the web for useful resources to help provide them with information for their products. ||

<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Index cards with numbers 1-5 <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Paper Pen Laptop <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Spider map <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.youtube.com/watch?v=jgJdVEoVbgg&feature=related- This is an anti-drug commercial from “Above the Influence” that is about how to tell friends they should stop using marijuana. ||
 * =Materials, Resources and Technology= ||

<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.youtube.com/watch?v=jgJdVEoVbgg&feature=related- This is an anti-drug commercial from “Above the Influence” that is about how to tell friends they should stop using marijuana. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.nida.nih.gov/-This website provides the students will information on types of drugs that are most commonly abused and what they are. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.helpguide.org/mental/drug_substance_abuse_addiction_signs_effects_treatment.htm- This <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">website gives the students an idea of signs, symptoms, and effects of drug abuse. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://health.yahoo.com/parenting-teen/teen-alcohol-and-drug-abuse/healthwise--tp17749.html- This <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">website gives the students information on what exactly drug abuse is and more information that is directly related to teen drug abuse. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.geocities.com/cps17901/Drugs/sad.html-This website provides information on differences bet <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">ween stimulants and depressants. ||
 * =Source for Lesson Plan and Research= ||


 * =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.
 * Rationale:** <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">In this lesson, students will be provided with a checklist that clearly states what is expected from them. Students will be provided with lists of resources to explore and think individually to come up with their own creative ideas for their products as long as they are following the checklist that they have received. The importance of this lesson will be discussed in the classroom in groups as well as a whole. The students will understand how this lesson relates to health education and also to 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, students will be introduced to several health terms in relation to drug use. (See attached content notes). They will also be learning about the different consequences that are correlated with drug use, not only to the individual, but as well as the effects to the people that surround the drug user. The students will be put into groups to work on their commercials that will be focused on the effects of drug abuse. ||
 * __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'">During this lesson, there will be several different approaches to the content to help accommodate as many multiple intelligences as possible for maximal learning from each of the students. There will be handouts for visual learners and a video for verbal learners. Students will also have the opportunity to work individually and think of ideas for their final products, as well as share their ideas with group members that they are assigned to. Students will be doing research on their laptops for their final products and have the chance to incorporate music into it as well. ||
 * __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'">The students will have the opportunity to get feedback from their peers when they are separated into groups which will give them the chance to make changes or additions to their final products before they receive their final grade. They will also have a checklist to follow during the time that they are working on their final products so that they can keep track of what has been done and what they need to finish before turning in their work. ||

__<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'">Hook (http://www.youtube.com/watch?v=jgJdVEoVbgg&feature=related) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Discussion <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Break into groups <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Explain group projects <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Work on projects <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Leave time for questions and introduce following lesson <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> <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">As the students enter the room, they will be handed an index card with a number on it between one and five. The classroom will be arranged in groups of four. Once they have taken their seats, I will begin class with showing a short video clip (http://www.youtube.com/watch?v=jgJdVEoVbgg&feature=related) from “Above the Influence”. After the video, there will be a short discussion as a class about what they thought of the video and if it was effective. I am going to inform them to start thinking about some ideas that would help make a more effective commercial about how drug use can affect people and others surrounding them. I will then pass out a spider map for the students to fill in what they can about negative effects of drug use. This will not be graded it is just to get an idea of what the students know about drug use. They will have five minutes to fill out as much as they can. I will collect the spider maps once the students have finished or once five minutes is up. **//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; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">(15 minutes) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">I will then direct the students to find other students that have the same number as they do on their index cards. Once they have found their group members, they will need to sit as a group. At this time, I will introduce to them what they will be doing for their final products and pass out the checklist to follow. (See attached checklist). I will explain to them that they will be coming up with a podcast or iMovie commercial that can be similar to the hook that was shown to them, but to use their own ideas and what they think would make a more effective commercial. At this time, they will have the opportunity to explore the internet with the resources that have been provided and come up with ideas for their commercials. (See attached handout). They will need to decide as a group how they will be completing their commercials and who will be doing what within the groups. If there are any problems or concerns, I will be available to answer questions or take charge in the group if necessary. (20 minutes) <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Once the students have discussed with their group members how they plan on completing their commercials, they will have the opportunity to search the internet for more sources if necessary to develop their commercials. The students will be able to tell a story about how drug use affects not only the individual, but also their family and friends surrounding them. If the students are comfortable with the information and understand everything, they will have the opportunity to begin their iMovie or podcast commercials. (40 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 in their commercials whether it is an iMovie or a podcast. Students will be informed that they have three days to complete their commercials. I will make sure that everyone understands what needs to be done and when it needs to be done. If there are any questions, I will make sure that I have answered them clearly and the students will be prepared to show their iMovies in class when they are due. Once the students understand their expectations, I will inform them that we will be moving into alcohol abuse for our next lesson.
 * =Teaching and Learning Sequence:= ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Where, Why, What, Hook, Tailors: Intrapersonal, Interpersonal, Visual, Verbal, Logic ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual **
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Explore, Experience, Tailors: Interpersonal, Kinesthetic, Verbal ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">Evaluate, Tailors: Verbal, Interpersonal ** ||

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