L3+Pelletier,Ryan+Adam


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

Grade Level: Topic: Grade 9: Students predict how behaviors can impact health status.
 * Teacher’s Name:** **Ryan Pelletier**
 * Lesson 3: Explain, Organize**

__**Objectives**__

 * Student will understand that** that alcohol and drug use can hurt you now and when your older.
 * Student will know** critical details on how drugs and alcohol can harm you and your body.
 * Student will be able** to recognize the dangers of alcohol and drug use.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education- A. Health Concepts A1: Healthy Behaviors and Personal Health Grade 9 - Diploma Students predict how behaviors can impact health status.
 * Rationale:** Students will learn how alcohol can harm you now and in the future.

__**Assessment**__
Students will use a Problem-solution chart to help them dig deeper on the dangers or drugs, and can explain possible solutions. In a jigsaw, each group will be presented with a scenario. The scenario's will relate to peer pressure towards drugs and alcohol. Examples are being pressured to use substances, helping a friend who is using substances, asked to get in a vehicle with someone who is drinking. Each person will get a number and a scenario to go with that topic. They will change groups and share with other numbers what they think the best way to handle the situation. I will meet and listen with the groups during this exercise. Through observation I will try to add to each groups discussion to make them think deeper. The students will meet back with their numbers and they will be assigned to present their scenario using iMovie. I will also have a question for this lesson that they will write down in their class wiki for that weeks homework. "Have you ever experienced a situation where you felt pressured to do something? Have you ever felt the need to help one of your peers with a problem? How could you have handled these situations differently and why?" I will expect a personal response to be posted by the date given.
 * Formative (Assessment for Learning)**

__**iMovie (50 points)**__: act out a scenario that demonstrates how to overcome the pressures of drugs and alcohol amongst their peers. They will receive a scenario from me. The scenario will cover different situations that they might come across as teenagers. Examples are being pressured to use substances, helping a friend who is using substances, asked to get in a vehicle with someone who is drinking. The students will chose and act out the best method to deal with their situation. **15 Points:** will be given on the groups ability to demonstrate an educated method on how to handle peer pressure towards substances. They will also explain why they chose this method and how they could have harmed themselves if they acted differently. They can add this part to the movie or explain it in class. **15 Points:** will be given for creativity and ability to create an interesting iMovie. **10 Points:** will be give to sound quality and use of camera. **10 Points:** will be given to group work. The workload must be distributed evenly, and every member should have some role in the video from acting, talking, or videotaping. I will hand out a rubric that describes the expectations of the project. They will fill out their own rubric and pass it in.
 * Summative (Assessment of Learning)**


 * Expectations:**

Health class will hopefully help you understand how your body works, and how you can improve it. As a student you will need to participate in class and out of class. You will be expected to relate the topics to your work and yourself. I want you to think deeper about how you can help your body. You are expected to arrive to class on time and attend all classes. If their is an emergency or you are unable to attend class please let me know in advance through email. If classes get canceled due to weather, I will email you to let you know what you will need to bring for the next class.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, checklists, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Any work that is passed is expected to have academic integrity. If you use any outside resources they need to be credited. This means pictures, music, or videos. I will not accept any work that has plagiarism or does not have resources.

__**Integration**__
Technology: I will demonstrate how to use iMovie. The students will use iMovie to create a video on how to handle a situation involving peer pressure towards drugs and alcohol. This helps the students learn different ways to present information.

Science: students will need to explain why they chose to refuse drugs and alcohol. They will also explain why they helped one of their peers with substance abuse. Students will know how different substances effect your body and your decision making.

__Groupings__
A jigsaw will allow students to cover more information and work in groups of five. Each student will be given a number, each number will represent and different situation dealing with peer pressure and help relating to substance abuse. The numbers will share how their concept, by explaining the situation and possible methods to handle such a scenario. The numbers will then pair up with their same number and they will work together to create their iMovie. The students will work together on their iMovie. They will have to create their own script and scenery. They will be able to descide their best method for their scenario. They will decide as a group how to handle the situation and why they would do it that way. I will formative assess each group by meeting with them and making sure that each individual can explain the reason they chose the task, and the benefits they are promoting.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic**: students will use iMovie to create a visual. They will be able to make the video as visually pleasing as possible. Creativity will be praised upon. Students will be able to see how to handle different situations, instead of just hearing about them.
 * Bodily Kin**: students will be able to create their own video. They will be able to move around and act things out. I will express the importance of making this as realistic as possible. This allows students to move and create a real world scenario.
 * Logical**: Students will pick the most logical method to avoid a potentially dangerous situation. They will decide their method on how to handle the situation without making it worse, they will also chose their method on how to not harm their body.
 * Intrapersonal**: Students will use a problem-solution chart that they can use to map out what they would personally do in a situation where drugs and alcohol is involved. **Interpersonal**: Students will work together in the jigsaw and in creating a video. This will allow them to hear opinions and express opinions.
 * Musical**: they can act out the situation with music. I will try to enthuse creativity, and music is a great way to add creativity to their iMovie.

Make appropriate modifications and accommodations
 * Modifications/Accommodations**
 * Absent**: If a team member is unable to participate or be present. They can email their team members to let them know that they are not going to be their, or unable to complete the work. The team should be able to adapt to each member. If the team is unable to handle the complication, they can email me to explain their situation. The team will be able to present at a later date. The team needs to let me know in advance.

Technology: I will demonstrate how to use iMovie. The students will use iMovie to create a movie on how to handle the pressures of substance abuse. This helps the students learn different ways to present information. This will allow students to creatively incorporate their individual talents. I will also have a question for this lesson that they will write down in their class wiki for that weeks homework. "Have you ever experienced a situation where you felt pressured to do something? Have you ever felt the need to help one of your peers with a problem? How could you have handled these situations differently and why?" I will expect a personal response to be posted by the date given.
 * Extensions**

__**Materials, Resources and Technology**__

 * laptop
 * iMovie
 * iMovie tutorial
 * cameras
 * tripods
 * problem-solution chart
 * props
 * Drinking and Driving Movie "Smashed"

__Source for Lesson Plan and Research__
Students will use a Problem-solution chart to help them dig deeper on the dangers or drugs, and can explain possible solutions. In a jigsaw, each group will be presented with a scenario.[| http://www.eduplace.com/graphicorganizer/]

Students will conduct a jigsaw to get a better understanding of different scenarios, while working with their peers. []

This is a great website for students to find more information. []

My hook. []

iMovie

__**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:** Students will understand the importance of knowing what alcohol and drugs can do to you, and how to avoid them.

Beach ball: Students will be allowed to create a iMovie that allows them to express how they would handle a substance abuse situation. They can make the video as creative as possible. They will be able to add their own transitions and music.

Clipboard: Students will need to be organized in creating a script for the movie so it will have good flow. I will encourage them to be creative, this will reflect their grade so they will want to find creative additions that they are comfortable with. By being very organized it will be easier to follow the rubric that I provided for the class. The rubric will allow the students to know at all times what exactly is expected of them.

Microscope: Students will be able use the scenario to relate to their everyday life. They can create it in their school or outside of school. They will have to relate to what they would do in such a situation. Puppy: Students will be in small groups so they will be able to work together on the movie. A part of the grade is on balancing the workload. This does not just mean the difficult stuff, but they must work together and all contribute creativity, and be a part of the movie. Students will answer the class wiki's question to help get a better understanding.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson demonstrates that the students are meeting the standards, because they are learning the importance of using personal health services. They are also learning how to use them. "//Students predict how behaviors can impact health status.//"

Explain: Students will have strong evidence on how substances can harm your body. They will also have a knowledge of how to deal with types of peer pressure relating to substances. Interpret: I will provide the students with many different scenarios on dealing with peer pressure. By providing many different situations they will be able to have an easier time handling these type of unwanted situations. Apply: Students will be able to make their own decision when a relevant situation comes up in their lives. They will have the ability and knowledge to make the right decision. Perspective: Students will use iMovie to help their fellow students have a realistic interpretation of a situation. Empathy: Students will use a Problem-solution chart to help them dig deeper on the dangers or drugs, and can explain possible solutions. Self-Knowledge: Students will work together to get a better understanding of many situations that involve peer pressure towards substance abuse. The week's Wiki question is "Have you ever experienced a situation where you felt pressured to do something? Have you ever felt the need to help one of your peers with a problem? How could you have handled these situations differently and why?"


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** I want to meet all my students intelligences. Students will use iMovie as a type II technology. This will allow them to show that they have an understanding of the lesson, while meeting many different intelligences.


 * Linguistic**: students will use iMovie to create a visual. They will be able to make the video as visually pleasing as possible. Creativity will be praised upon. Students will be able to see how to handle different situations, instead of just hearing about them.
 * Bodily Kin**: students will be able to create their own video. They will be able to move around and act things out. I will express the importance of making this as realistic as possible. This allows students to move and create a real world scenario.
 * Logical**: Students will pick the most logical method to avoid a potentially dangerous situation. They will decide their method on how to handle the situation without making it worse, they will also chose their method on how to not harm their body.
 * Intrapersonal**: Students will use a problem-solution chart that they can use to map out what they would personally do in a situation where drugs and alcohol is involved. **Interpersonal**: Students will work together in the jigsaw and in creating a video. This will allow them to hear opinions and express opinions.
 * Musical**: they can act out the situation with music. I will try to enthuse creativity, and music is a great way to add creativity to their iMovie.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** I want to assess my students as much as possible. I want them to always have feedback on what they did well and what they can improve.

Students will use a Problem-solution chart to help them dig deeper on the dangers or drugs, and can explain possible solutions. In a jigsaw, each group will be presented with a scenario. The scenario's will relate to peer pressure towards drugs and alcohol. Examples are being pressured to use substances, helping a friend who is using substances, asked to get in a vehicle with someone who is drinking. Each person will get a number and a scenario to go with that topic. They will change groups and share with other numbers what they think the best way to handle the situation. I will meet and listen with the groups during this exercise. Through observation I will try to add to each groups discussion to make them think deeper. The students will meet back with their numbers and they will be assigned to present their scenario using iMovie. I will also have a question for this lesson that they will write down in their class wiki for that weeks homework. "Have you ever experienced a situation where you felt pressured to do something? Have you ever felt the need to help one of your peers with a problem? How could you have handled these situations differently and why?" I will expect a personal response to be posted by the date given.
 * Formative (Assessment for Learning)**

__**iMovie (50 points)**__: act out a scenario that demonstrates how to overcome the pressures of drugs and alcohol amongst their peers. They will receive a scenario from me. The scenario will cover different situations that they might come across as teenagers. Examples are being pressured to use substances, helping a friend who is using substances, asked to get in a vehicle with someone who is drinking. The students will chose and act out the best method to deal with their situation. **15 Points:** will be given on the groups ability to demonstrate an educated method on how to handle peer pressure towards substances. They will also explain why they chose this method and how they could have harmed themselves if they acted differently. They can add this part to the movie or explain it in class. **15 Points:** will be given for creativity and ability to create an interesting iMovie. **10 Points:** will be give to sound quality and use of camera. **10 Points:** will be given to group work. The workload must be distributed evenly, and every member should have some role in the video from acting, talking, or videotaping. I will hand out a rubric that describes the expectations of the project. They will fill out their own rubric and pass it in.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
My classroom arrangement will be U shaped. The desks will be grouped in the U shape, so that they can still work in their groups. My desk will be placed in the open part of the U. The reason why I am using this arrangement is to create a comfortable engaging environment. I will have many class discussions and I want everyone to be able to see and hear the person speaking. Students will understand that peer support is very important when becoming healthy and dealing with health problems. You will have the knowledge to recognize amongst your peers who needs your support and who doesn't. You will have the knowledge that sharing your feelings is beneficial. "//Students predict how behaviors can impact health status".// **Where, Why, What, Hook, Tailor:** intrapersonal, interpersonal, spatial


 * Agenda:**


 * Day 1:** I will show the students a picture of a person who was in a drunk driving accident. It reads "Not everyone who is in a drunk driving accident dies". We will spend the next five minutes discussing the picture and the phrase. **5 (Minutes)** Introduce the movie "Smashed" which we will be watching for the rest of class. **(55 minutes)** The last part of class we will discuss the movie by sharing how they felt about the movie and what it was about. (**20 minutes)** I will hand out the problem-solution chart for them to complete for next class.


 * Day 2:** As a class we will visit []. This is a great site that provides great information on substance abuses on the greater level and on the personal level. (**35 minutes)** I will then start discussing the importance of individual responsibility. We will talk about some situations where you might be peer pressured into doing something that you know is bad. (**20 minutes)** I will then hand out the wiki question of the week and it will be due by the next class. "What were some of parts of the movie "Smashed" that you thought were really effective and meaningful? What were some things that really bothered you?" (**Rest of Class)**


 * Dat 3:** We will discuss some of the responses on the class wiki. This will be a great tool for formative assessment. (**10 minutes)** I will then introduce the class jigsaw. I will give each student a numbered paper with a scenario. As a group of the same numbers they will discuss the best way to handle the situation to the best of their knowledge. The numbers will then separate and share with the other numbers their scenario and how they would handle it. (**30 minutes)** The rest of class I will hand out the rubrics for the iMovie assignment. The groups will be made up of the same numbers and will have to create an iMovie on their situation. I will give a tutorial of iMovie. (**Rest of class)**


 * Day 4:** The whole class students will work on their iMovie as a group. They will be provided cameras from the school. They will have to develop a script and a plan for getting it done for homework. I will formative assess each groups script.


 * Day 5:** Students will have some time to finish up their iMovies. (**25 minutes)** We will the present the videos on the projector. Students will fill in their own rubrics after they present.

Students are going to watch a video on drunk driving. They will need to think during the movie how the different accidents in the movie would impact their lives and the people around them. After the movie I will hand out a problem-solution chart that they will fill out on drunk driving. The next class we will visit a website on teen health. ([]) We will use this to discuss the importance of individual responsibility. I will hand out the class wiki question, "What were some of parts of the movie "Smashed" that you thought were really effective and meaningful? What were some things that really bothered you?" We will discuss the blogs at the beginning of the next class. I will serve as a mediator and will expect the students to do most the talking. We will then break up into groups for a jigsaw. I will randomly hand out numbers with a scenario on them and all the same numbers meet. After the jigsaw the students will get back with their numbers for the iMovie tutorial that I will conduct. Students will need to know how to use iMovie. They will have the ability to use resources to figure out facts and information on different situations and different substances. They will use these tools to construct their own iMoive. I will instruct my students by using all MI's in my lesson. I will take into account any special needs for my students. I will use formative assessment and summative assessment in this lesson. The summative will be based on the rubric. The formative will be assessed from the class blog discussions. **Equip, Explore, Rethink, Tailors:** musical, logical, intrapersonal, interpersonal, naturalistic

Students will be able to create their own iMovie. The video they create will have to deal with their everyday lives, and how they can use their knowledge to make good decisions. They will watch a video that shows what can happen if you make poor decisions. They will know the importance of making the right decision and how to help their peers do the right thing. This will project will allow them to be creative and have fun, while dealing with somewhat touchy subjects. **Experience, Rethink, Tailors:** intrapersonal, interpersonal, logical

Students will know their expectations because I am going to provide them with a rubric. I will hand out the rubric when I introduce the lesson. I will explain it and ask for clarifying questions. The students will be able to ask me questions or refer to the rubric when they are making the video. **Evaluation, Tailors:** logical, intrapersonal

A problem-solution chart is used to identify a problem and in another column you can write down possible solutions for the problem. I will use the problem-solution chart to help students understand when there is a problem, and how they can have a solution for it.
 * Content Notes**

Rubrics Problem-solution chart
 * Handouts**