L4+Stefani,Dylan+Roland


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


 * Teacher’s Name:** Mr. Stefani
 * Date of Lesson:** 4 Empathy
 * Grade Level:** 9
 * Topic:** Health promothion and risk reduction

__**Objectives**__
Students will understand that healthy eating can influence a healthier life, increased physical activity can improve one's health, and behaviors relating towards drugs and alcohol are unhealthy. Students will know the right choices when put into a difficult situation. Students will be able to role play and demonstrate healthy habits while working with others.

__**Maine Learning Results Alignment**__
Maine Learning Result: Health & Physical Education C-Health promotion and risk reduction C1- Healthy Practices and Behaviors 9-diploma. Statement: 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 STD's, HIV and unintended pregnancies.
 * Rationale:** America has shown many unhealthy habits that affect the lives of many people. From obesity, lack of exercise, lack of knowledge about disease, and unprotected sex, to information about drugs and alcohol, students should be aware of the dangers of living an unhealthy life.

__**Assessment**__
I will ensure that students will know facts about drugs and alcohol and be able to make healthy decissions Students will know the right choices when put into a difficult situation.Students may be assigned a specific topic in about the drugs and alcohol. Students will use "Partners" to fill out the columb chart in order to bring ideas about a skit to the forefront. Students will develop a skit that lasts no longer than 10 minutes and no short then 5 minutes. This skit should be creative, concise, intriguing and informational about drugs and alcohol. Peers are the graders for this task. A rubric will be made up for the viewers of this skit to fill out and critique their fellow classmates on the content that is presented (50%), time used to present (15%), each member participated (20%), and the overall rating of the use of type two technology (15%).
 * Formative (Assessment for Learning)**
 * I will know that students have learned the information becasue they will perform a skit that presents the information the the class.
 * Pre-Assessment: I will be assessng the students by the quality and validity of the chapters information they present to the class.
 * Self-Assessment: There will be a rubric that the student will follow and self-assess their performance.I will also assess their performance to the criteria that is on the rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The teacher integrates technology into the lesson for many reasons. Teacher will highten the students skills and increase knowledge about what technology is in the world today and how it is being used efficiently. By incorporating a slideshow, podcast, or imovie into the presentation, students will demonstrate a knowlegde in the use of technology.

Drama: Students will be a presenter to the board of directors at the local CDC (audience). The presenters will be graded by the "CDC" on their knowledge of the drug topic.

English: I will have the students fill out the problem-solution chart in order to bring ideas about a skit to the forefront. Students may be assigned a specific topic of drugs and alcohol based on the chapter readings.

__Groupings__
By using an adjusted version of "Partners" I will divide the classroom into four groups. Each group will be assigned a specific drug and alcohol related topic. Students will study the chapter and present their findings to the class. They will be in charge of teaching the class about the drug and what it is.

__**Differentiated Instruction**__
Verbal-Linguistic: Students fill out a problem-solution chart to focus their desired goal of the drug and alcohol skit. This will help linguistic learners because they will have a clear storyline of what they will cover in the presentation. Visual/Spatial: Students will watch a scenario play out in front of the class and be asked questions about the scenario. Bodily/Kinesthetic: Students will act out their skit to the class. Musical/Rhythmic: Music and song are always welcome in the acting portion of this task because it adds to creativity. Intrapersonal: Again reflection of personal self and knowledge of self. Interpersonal: Working with others in the skit.
 * Strategies:**

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**


 * Absent/Late policy:** All work that is not turned in ontime will have 5 points automatically deducted the following day it is turned in. From then on points deducted will double each school day. EXAMPLE: If a paper was due on thursday and you would have got a 100%, friday it would be 95%, monday it would be 85%, tuesday it would be 65%. No papers will be acepted after the third day unless prior arrangments have been made with me. If you were absent for a class, exceptions will be made if you come see me the morning you come back to school. It is your responsibility to track me down if you missed something, not the other way around. This lesson is based on online resources that can be done at home if you have the internet. If this is not an option, please see me when return.

Students take the lesson that they plan to present and educate younger grade levels. They can also use all their ideas and creat a drug education night held for the community. By doing this student will show mastery knowledge of substance provention and health promotion.
 * Extensions**

__**Materials, Resources and Technology**__

 * computer
 * internet access
 * projector
 * rubric
 * online accesability
 * graphic organizer
 * grading sheet for the presentations

__Source for Lesson Plan and Research__
My hook will be having the students watch The Brain On Drugs so they can be more educated about the various drugs and what they do. []

The students will watch a scenerio from Scenarios USA. [] This film will give students ideas about how to inform the class.

My Graphic Organizer was from [|Educaation Place]__ [] __

The textbook that I will be using throughout the unit is "Glencoe Health 2011". []

__**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:**The lesson provides students with flexability in intelligences for them to better their understandings about personal and social health. I have used materials that I have found to works with a variety of students with different intelligences.
 * Beach Ball:** I will have students be using their textbooks and the internet as resources for their presentation. They will be able to gather data for their group by using either verbal or visual by education on the drug or alcohol via textbook and web activities. I will be giving a choice on how they will present their topic on a type two technology. This will allow them to work comfortably with the multiple intellagence that suits them. I will allow the students to teach the class however they feel is necessary. They are the teachers of drugs and alcohol that are informing the CDC (audience) about such topics.
 * Clipboard:** Students will be using a graphic organizer called a collumb chart chart in order to bring ideas about a skit to the forefront. This will organize what they will need to cover in the presentation. By using one side to ask the essential questions and the other side to answer the question, students will be able to write a lesson plan to teach the material to the audience. I will be showing the students previous samples to the class and will issue a challenge for the students to create better teaching plans. By answering any clarifying questions students will understand what they will need to do and what the expectations of the presentations are. Students will continue to learn that high-risk behavior, such as drug and alcohol abuse, are not a part of a healthy life.
 * Microscope:** By learning the material first and then teaching the material to an audience, students are constantly familiarizing themselves with the information. Because they are learning and repeating, writing, and thinking about "what the drug is", students will show mastery of understanding. I will allow students to explore other facts about the topic by the use of the internet. They are examining every aspect of the information. By completeing this task students will demonstrate their knowledge of drugs and the risks involved as well as the ability to teach others.
 * Puppy:** Students will be divided up and have their own section of the room to work on their presentations. I will be helping and guiding students by motivating them to explore their personal teaching strategy. By having the students fill out the group contracts I will be able to make every student be a part of the task. They will all share equal parts in the presentation and not feel afraid to tell the group their idea. Students will be asked to respect everyones opinion on the information. Many students come from different family backgrounds and having a safe, jugdmental-free environment will help in the educational process.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:T**his lesson provides students to learn about drugs, alcohol, and presription medicine through the research and teaching of the material. The standards will be met tought to them by chapter discussions among peers and teaching the class about the topic.. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others by teaching tobacco, alcohol, and other drug use prevention to their peers.
 * Empathy:** Students will be able to see how addiction effects people through research of their topic. They will also research both famous people that are pro-drug/alcohol and famous people who fight against such topics. By examining other peoples opinions on the topic, students will show that they are able to see things from a different perspective. The audience during the presentation will be grading the presentations on how they feel the students taught the information.

I have also incorporated many technologies into my lessons so that students will be able to have the know-how to use them in the future. Many jobs like their employees to be able to use technology and create cool slideshows, blogs, calendars, graphs, and more. Having the students use them know only helps them in the future when it is a requirement in college or the workforce. Type Two Technology: I will be having the students produce one type two tehnology per group that helps them present the topics to the class. They have many options in what product they will use. The peers will grade the products usefullness during presentations.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**I have incorporated many intelligences in this lesson so a variety of students with different MI will be able to participate in the activities this lesson covers. By using different MI's, I believe that every student will be able to show their perosnal mastery of the subject. They can work comfortable because they perform naturally in their best Intelligence and because I have incorporated six intelligences in this lesson, many students will be able to use at least their first or second best MI.
 * Verbal-Linguistic:** Students fill out a problem-solution chart to focus their desired goal of the drug and alcohol skit. This will help linguistic learners because they will have a clear storyline of what they will cover in the presentation.
 * Interpersonal:** Students will work with one another to produce their presentations. Grouping students together will bring more in depth convosation about how they can teach the class the information. This involves teamwork, cooperation, and an idea brainstorm by the group to produce a great product.
 * Intrapersonal:** Reflection of personal self and knowledge of self is what students will be working on in this lesson.
 * Visual/Spatial:** Students will watch a scenario play out in front of the class and be asked questions about the scenario. They will also be watching a documentary about how drugs effect the brain. With a clarifying questions and answers given to the students at the end of the film, they will walk away with a better knowledge and understanding of what the films has to say.
 * Bodily/Kinesthetic:** Students will act out their skit to the class.
 * Musical/Rhythmic:** Music and song are always welcome in the acting portion of this task because it adds to creativity. Students need to incoporate a type two technology to the presentation and it might include music.

I will ensure that students will know facts about drugs and alcohol and be able to make healthy decissions Students will know the right choices when put into a difficult situation.Students may be assigned a specific topic in about the drugs and alcohol. Students will use "Partners" to fill out the columb chart in order to bring ideas about a skit to the forefront. Students will develop a skit that lasts no longer than 10 minutes and no short then 5 minutes. This skit should be creative, concise, intriguing and informational about drugs and alcohol. Peers are the graders for this task. A rubric will be made up for the viewers of this skit to fill out and critique their fellow classmates on the content that is presented (50%), time used to present (15%), each member participated (20%), and the overall rating of the use of type two technology (15%).
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** By using the variety of formative assessment I will be able to analyze where the students mastery level of the content is at. Using discussions in class, observing students teamwork ability, and evaluating their work performance, I will analyze if students have mastered the content. The summative assessment is a reflection of what the students have learned throughout the lesson. They will master the knowledge prior to teaching their material. If they complete this task they will show that they can educate others on unhealthy habits. This can be beneficial for students that want to work in the health field. Feedback is the biggest tool I will be able to use in assessing the students. That is why it is good that I have entered numerous formative assessments before a final summative assessment at the end.
 * Formative (Assessment for Learning)**
 * I will know that students have learned the information becasue they will perform a skit that presents the information the the class.
 * Pre-Assessment: I will be assessng the students by the quality and validity of the chapters information they present to the class.
 * Self-Assessment: There will be a rubric that the student will follow and self-assess their performance.I will also assess their performance to the criteria that is on the rubric.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
8:00am-9:00am: I will be having students watch the documentary about how drugs can effect the brain. The old information that we used to get about drugs seemed out of date so I will have students watch this up-to-date film that will show them the effects of drugs to the brain. 9:00am-9:20am: I will also give the students a short video including a scenario of a young man trying to grow up and the pressures he has to face. 8:00am-8:05am: I will be asking students what they learned from the videos they watch the other day to see if the videos were worth watching. 8:05am-8:15am: I will be handing out the rubric, graphic organizer, and be assigning students to join one of four groups. I will go over their requierments for the presentation and give them a role in the presentation. 8:15am-9:20am: Students will be going over a specific chapter assigned by me in the textbook. I will allow the students to read and complete the graphic organizer in class. They should be able to start on how they are going to present the information to the class. The rubric will state that they should include type two technology because it is a portion of their grade. I expect every student to be a part of the presentation whether they speak or have made the technology and talks about it. 8:00am8:25am: I will allow students to finish up their presentations. They will start the second they get into class. By 8:25am students should have their presentation completed and graphic organizer filled out. 8:25am-9:20am: Each group will present their topics. They will pass in all members graphic organizer before presenting their findings. The audience will receive three copies of the rubric so that they can grade how well their peers did. By the end of class I will collect the peer evaluations and grade the students on their work done.
 * Agenda**
 * Day 1:**
 * After each film a discussion period will be used so that questions can be clarified and topics can be discussed.
 * Day 2:**
 * Day 3:**

My classroom will have the desks in groups of four of five so it is beneficial when I group the students up for working on their presentations.. My desk will be next to the white board where most of the desks will be faced. When giving instructions, students will be asked to turn and face me. This insures that I have all their attention. Students will understand that behaviors relating towards drugs and alcohol are unhealthy. (America has shown many unhealthy habits that affect the lives of many people. From obesity, lack of exercise, lack of knowledge about disease, and unprotected sex, to information about drugs and alcohol,) students should be aware of the dangers of living an unhealthy life. //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 STD's, HIV and unintended pregnancies.// Students will watch a scenario film about growing up and a documentary of what drugs do to the brain. **Where, Why, What, Hook,**
 * Tailors:**
 * Interpersonal:** Students will work with one another to produce their presentations. Grouping students together will bring more in depth convosation about how they can teach the class the information. This involves teamwork, cooperation, and an idea brainstorm by the group to produce a great product.
 * Visual/Spatial:** Students will watch a scenario play out in front of the class and be asked questions about the scenario. They will also be watching a documentary about how drugs effect the brain. With a clarifying questions and answers given to the students at the end of the film, they will walk away with a better knowledge and understanding of what the films has to say.

Students will know the right choices when put into a difficult situation and the effects that will come from using drugs and alcohol. I will then use Partners to assign grouping and give students a columb chart to fill out in order to bring ideas about a skit to the forefront. Students may be assigned a specific topic in health. These topics include medicine and drugs, alcohol, tobacco, and illegal drugs. The students have already had health classes where they went in depth about every drug. This lesson is for covering the basics and making sure students know them. I will allow the students to group revise the presentaions. This will be the time frame where student will run through what it is they will be doing and edit anything they feel will ot work. By allowing students to run over their skits, they will preform it more clearly in front of the class without stumbling on what it is they have to do. **Equip, Explore, Rethink, Revise,**
 * Tailors:**
 * Verbal-Linguistic:** Students fill out a problem-solution chart to focus their desired goal of the drug and alcohol skit. This will help linguistic learners because they will have a clear storyline of what they will cover in the presentation.
 * Interpersonal:** Students will work with one another to produce their presentations. Grouping students together will bring more in depth convosation about how they can teach the class the information. This involves teamwork, cooperation, and an idea brainstorm by the group to produce a great product.
 * Intrapersonal:** Reflection of personal self and knowledge of self is what students will be working on in this lesson.

Students will use the graphic organizer to think hard about what the key information is that they should teach to the class. By doing this a focus is set and a goal is reachable. Students will develop a skit that lasts no longer than 10 minutes and no short then 5 minutes. This skit should be creative, concise, intriguing and informational about one of the following four topics assigned: medicine and drugs, alcohol, tobacco, and illegal drugs. Students will be able to role play and demonstrate healthy habits while working with others. They will be able to know the effects of drugs and alcohol on the body and brain and be able to make the right decissions in life. I will group the students up by counting of numbers one through four and assigning each number to a group of tables. I will give them the role as an educator of substances and have them demonstrate their understandings to the board of directors at the CDC (classmates) to show that they are able to still do their job. Throughout the class period and the beginning of class the folowing time we meet, students will be able to revise and refine their product to what I want. I will be helping students modify their presentation to suit my criteria. Any additional time needed for revising will be up to the students to do on their own time. **Explore, Experience, Revise, Refine,**
 * Tailors:**
 * Bodily/Kinesthetic:** Students will act out their skit to the class.
 * Musical/Rhythmic:** Music and song are always welcome in the acting portion of this task because it adds to creativity. Students need to incoporate a type two technology to the presentation and it might include music.

Students will be able to reflect on what they are teaching the class and be able to see the class through the eyes of a teacher. They will be able to self assess their group by filling out a rubric on how they feel they did. They will be asked to write a few comments about what they could have done better. I will be grading the products while the student present the information. they will be getting a grade by the end of class and a few comments on what could have been better. I will allow students who did not do a good job to write a one page write-up about the things I have concerns with. This allows them to reflect on their work. By incorporating the textbook into the lessons that I teach, students will be able connect everything that we do to their homework, assignments, and projects. I teach them tht health has many basic concepts that flow into one another and by teaching to the lessons that I design, I will prepare them for future incounters with health issues. **Empathy**
 * Tailors:**
 * Intrapersonal:** Reflection of personal self and knowledge of self is what students will be working on in this lesson.


 * Content Notes**

My hook will be having the students watch The Brain On Drugs so they can be more educated about the various drugs and what they do. [] By allowing students to watch this I am opening up their sense of awareness about the different effects a drug has on a person. This will help them by elaborating on the issues that drugs cause.

The students will watch a scenerio from Scenarios USA. [] This film will give students ideas about how to inform the class about the topic thy are going to be assigned to. By seeing how a "play" informaas people about things, students might think outside the box and create a cool new way to inform the audience about the topic assigned.

The textbook that I will be using throughout the unit is "Glencoe Health 2011". []

I will instruct my class to also go online to [|www.abovetheinfluence.com] and learn many usful facts about each drug. I will be helping students focus on most of the key questions typically asked about drugs and they will be teaching the audience about such drugs as marijuana, cocaine, LSD, Methanphetamine, and many other drugs.


 * Handouts**
 * Grading sheet
 * Rubric
 * graphic organizer