L6+Bergeron,+Elizabeth

UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Elizabeth Bergeron Date of Lesson: #6 Grade Level: 9 Topic: Alcohol

Objectives -Students will understand that drugs and alcohol have many negative effects on their bodies. -Students will understand the dangers of alcohol so they do no engage in them and harm their bodies or jeopardize their futures. -Students will understand how to avoid peer pressure.

Maine Learning Results Alignment

Maine Learning Results: Health Education and Physical Education- C. Health Promotion and Risk Reduction C1 Healthy Practices and Behaviors Grade 9-Diploma Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.

Rationale: This lesson helps students learn about the dangers of alcohol. They will learn about the effect it has on the body, and how to avoid peer pressure associated with alcohol.

Assessment

Formative (Assessment for Learning): Students will first participate in the hook, which is watching a video of an Every 15 Minutes program. There will be a class discussion after, where students will be asked to share their opinions. Students will also complete a worksheet. Participation will be noted. Summative (Assessment of Learning): The students’ final product will be their Public Service Announcements about alcohol. They will be presented in a later class. Also, all of the information from this lesson will appear in the healthy choices unit test.

Integration Technology- Students will be using iMovie to create Public Service Announcements. Mathematics- Students will be presented with alcohol statistics. Art- Students will design a PSA using iMovie.

Groupings After the hook, there will be a group discussion involving the entire class. There then will be a lecture/discussion about the Every 15 Minutes program, and alcohol in general. Students will then complete a worksheet on alcohol individually, then split up into partners (whoever is beside them) to discuss their answers. Students will split into groups of 1-3 for their PSAs (they will choose their groups) and work on them for the rest of class.

Differentiated Instruction

Strategies: Verbal- Students will discuss their thoughts on the video, discuss their worksheets, and participate in class discussions. Spatial- Students will view the hook which is a video. Bodily-kinesthetic- Students will move to arrange groups. Logical- Students will analyze alcohol statistics. Interpersonal- Students will work with others on the PSAs, participate in discussions, and share their answers from their worksheets. Intrapersonal- Students will work on their own on the worksheets, and have the option of creating a PSA on their own. Musical- There is music in the hook.

Modifications/Accommodations: I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. I understand that alcohol may be a sensitive subject for some, and I will try to make all students feel comfortable. Also, I may not show the hook if I know that the students have suffered from a loss due to drunk driving.

Absent Students: If students are absent, they are responsible for coming to me and arranging a time to make-up this assignment. The student will need to come see me to get the handouts, worksheet, and notes. Any absent student will create their PSA independently, unless there is more than one absent student. In this case, they can work together if they wish.

Extensions: I will include Type II Technology by utilizing iMovie to create PSA’s.

Materials, Resources and Technology Day 1: My Laptop LCD Projector/Screen Video Clip http://youtube.com/watch?v=jbeZtE-9dg0&feature=related Teacher notes Handouts Worksheet Instructions/rubric for PSA Laptops

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 meets different learning styles. It is organized, yet there is room to be spontaneous in the class discussions and planning of the PSA’s. Students will decide on the style of PSA they would like to make, and discover which types of PSA’s they find most effective. • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: In this lesson, some terms are discussed. Students will learn what alcohol is, what it does to the body, and how to avoid being around it. This activity will help students make decisions about alcohol for the rest of their life. It is important to know what a substance does to your body in order to realize the importance of avoiding it.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson uses a variety of ways to teach students. There will be class discussions, as well as working alone, and working in small groups. The musical intelligence will be met by the music in the hook. Bodily-kinesthetic is met through moving around to form groups. Interpersonal and verbal are met through discussions and group work, while intrapersonal is met during individual work. Logical comes into play when the students will be looking at alcohol statistics. The spatial intelligence will be met through designing PSA’s and watching the hook.

• 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 uses many different assessment strategies. While one purpose of this lesson is to prepare students for the healthy choices test, other assessment strategies are used. The students will be graded on their worksheets, and on their Public Service Announcements (see attached rubric).

Teaching and Learning Sequence Agenda: -Attendance (5 minutes) -Do hook (5 minutes) -Reflect on the video-class discussion (5 minutes) -Discuss Every 15 Minutes program, alcohol, peer pressure, other awareness programs, pass out notes (30 minutes) -Worksheet (10 minutes) -Get in groups and discuss worksheet (5 minutes) -Get into groups for Public Service Announcements and work on them for the rest of class (20 minutes)

Students will enter the class and sit at their desks, which will be arranged in rows. I will show them the Every 15 minutes video clip. We will discuss how the video clip made them feel, and I will talk about the program. I will then discuss alcohol with them, and give them notes on it. We will talk about alcohol, it’s effect on the body, and peer pressure associated with alcohol. Students will then complete a worksheet on alcohol terminology, followed by group discussions. I will then introduce the Public Service Announcement assignment to them and hand out the rubric. Students will choose their groups for the project, and begin to plan their PSA’s, and start to work on them. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Logical, and Musical. Students will learn a lot about alcohol through lectures and group work. They will be able to put their knowledge on display when they create Public Service Announcements for their classmates to see. By creating PSA’s, they will be demonstrating the importance of avoiding alcohol and/or peer pressure. I will check for understanding frequently, and help students get started with the PSA’s if they are stuck. I will make sure that they are grasping the material, because all of the information from this lesson will be on the unit test. Equip, Tailor: Verbal, Spatial, Interpersonal, and Intrapersonal.

The student will explore their knowledge about alcohol through discussions, viewing other Public Service Announcements, and creating their own. Students will select their own groups for their PSA’s, in hopes that they will get excited and create the best possible product. Students will be graded on their worksheets, participation, and their Public Service Announcements. The students will share the PSA’s in a later class and reflect on the work they have done by rating each other’s projects as well as their own. These projects will go on the world wide web so that their parents can see them, as well as other students from the school. Students will be encouraged to show their video to as many people as they can. Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, and Intrapersonal.

I will provide feedback to students by grading their worksheets, and revisiting areas that are unclear to students. I will also grade their PSA’s and give them a lot of feedback on them before they publish them on the web. They will think about whether or not they enjoyed making the PSA’s, and if they believe they will read a lot of people. I will inform the students that this is the last lesson of the unit, and they will be getting a list of things that will be on the healthy choices test. Evaluate, Tailor: Verbal, Interpersonal, and Intrapersonal