L3+Murphy+Amber

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9- Diploma Topic: Health**

 * =**Objectives**:= ||
 * Student will understand the complex concepts related to alochol and other drug use and prevention ||
 * Student will know how alcohol and drugs effect ones body ||
 * Student will be able to reuse these skills when peers are pressuring them to trying things ||

A6. Basic Health Concepts Grades 9-Diploma //Students analyze complex health concepts related to family life, nutrition, personal health, safety & injury prevention; and tobacco, alcohol, & other drug use prevention.// rationale- Students will use knowledge and skills learned in this lesson to assit them when being pressured by their fellow peers. Students will evaluate the effects of drugs and alcohol and be able to make an edcauted decision when faced with the decision to experiment with these products.** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results:// Health Education & Physical Health Education -A. Health Concepts

The students will be formative assessed in this lesson in a few different ways. The students will be assessed on their participation in the classroom discussion. The role play situation will show the students mastery of the information and will give them insight to future refusal skills. || The students will be assessed on their participation on the class wiki page. The wiki page will be pre-made prior to class and students will be presented the wiki page in the class. The students will be instructed to have discussion on this page about any topic having to do with drugs and alcohol. Students will be grade on their discussion and the information on the wiki page. Students will have to have discussion with at least seven different classmates on the wiki page. ||
 * =Assessment= ||
 * **Formative**
 * **Summative** (Assessment of Learning)

= = Computer class will be used when creating the classroom wiki page and typing skills to write on the wiki page. English- the writing which will be done on the wiki pages Refusal skills will be reinforced with the role play and peer pressure situations. This lesson will not be used in separate content areas, however students will face situations dealing with drugs and alcohol outside of school and they will be capable and confident in their refusal skills. Technology: The students will use computers to have discussions on the class wiki page. These discussions back and forth will demonstrate the student’s knowledge on the subject and will encourage students to support one another and their ideas and refusal skills. Type II technology will be implemented into the lesson by students conversation on the wiki space. ||
 * =**Integration**= ||

Students will be divided up into groups of five. This group division will be done at random by counting out numbers. Each of the different members of the group is required to learn different material and then teach it to the rest of their group members. The different material will include drugs, alcohol, effects of drugs, and effects of alcohol, consequences, different types, and laws regarding drugs. The different subjects and different roles of the peer’s will be important so they are able to teach their fellow peers about the topic they have learned about and allow students to gain more information in a shorter amount of time. The work of these groups will be assessed on the students each and individual participation. If the students research the information and are able to report back to the class this helps with their participation and increases their grade. ||
 * =**Groupings**= ||

** Verbal: **** The class discussion on the wiki page and in class supports students to talk and discuss their ideas. ** ** I will review students IEP, 504 plans, or ELLIDEPs and will make the appropriate modifications and accommodations for these students if students are absent from class they are responsible for the lesson and work which was covered in class. If students are absent they must go and get all the information from their fellow classmates. If the students need to meet with me personally they must make an appointment and then once they have gained all the work they need to supply me with a plan of action as to how they are going to go about making up the work. || The Type II technology within this lesson will be creating a classroom wiki page to have classroom discussions. The wiki page will provide a means for the students to communicate and talk with each other to share their ideas and knowledge on the topic. This will also allow the students to rethink their role plays and give ideas to one another about alcohol and drug refusal skills. This class wiki page will help to gain the students attention and get them involved with their peers. ||
 * =Differentiated Instruction= ||
 * **Stratigies
 * Logical:** **** Thinking and reasoning about the effects of drugs and alcohol create a deep exploration in the subject.  ****
 * Kinesthetic:** **** Writing on the class wiki page is a hand on activity and allows the students to actually physical do an activity as opposed to watching or listening to an idea.   ****
 * Intrapersonal:** **** Thinking out posts to make on the class wiki page and doing the assigned postings on their own.  ****
 * Interpersonal:** **** The students will work together and support one another in the cooperative group learning activity.  ****
 * Visual:** **** The students are being exposed to the video and seeing firsthand the damages drugs and alcohol cause.  ****
 * Musical:** **** The music which is in the video creates and adds to the effects of the video.  **
 * **Modifications/Accommodations**
 * **Modifications/Accommodations**
 * **Extensions**

pens wiki page role play situation youtube video ||
 * =Materials, Resources and Technology= ||
 * computer

This website describes alcohol and different effects it has on other individuals. http://www.drugfree.org/Portal/drug_guide/Alcohol This YouTube video will show changes from drug addicts. This will be used in the hook of this lesson. http://www.youtube.com/watch?v=RJIjWlLa8MU This website offers other sites on drugs and how parents can talk with their kids. This information will be used for help in the role play situation and will suggest to the students reasons to decide against drugs and alcohol. http://www.drugfree.org/ ||
 * =Source for Lesson Plan and Research= ||

Consider how you meet the **Learning Styles**? This lesson includes different activities which have been developed to meet the different learning styles from within the classroom. The lesson has clear expectations and explains to the students they will be using a wiki page and need to have discussions with their fellow peers on the discussion board. The class lesson is organized and is sequential to their learning. Students will have a variety of resources to use on their wiki page and the classroom environment is adaptive and welcoming. This lesson forces kids to deeply explore the effects of drugs and alcohol on an individual and focuses on many of the small details involved when deciding to do drugs and alcohol. This lesson meets each of the four different learning styles in different manners and provides a supportive environment in which everyone is capable of learning. || This lesson proves Maine’s standard by attempting to reach each of the individuals within the classroom. Each student will have the opportunity to learn their best and I will provide different opportunities in the eight different multiple intelligence areas. Students will explore the topic of drugs and alcohol and be able to see the first hand effects they have on individuals. These skills will be used in the future when they are faced with the situation of drugs and alcohol. Students will be aware of how alcohol and drugs affect ones body. (Attached are content notes on the subject) || This lesson used the different multiple intelligences in different ways. Type II technology was implemented into this lesson by having a class wiki page. The students were will be contributing and formulate discussions on the wiki page. This implements technology and discussion outside of the classroom within one single lesson and engages the students outside of the classroom. || The students will be formative assessed in this lesson in a few different ways. The students will be assessed on their participation in the classroom discussion. The role play situation will show the students mastery of the information and will give them insight to future refusal skills. The students will be assessed on their participation on the class wiki page. The wiki page will be pre-made prior to class and students will be presented the web page in class. The students will be instructed to have discussion on this page about any topic having to do with drugs and alcohol. Students will be grade on their discussion and the information on the wiki page. Students will have to have discussion with at least seven different classmates on the wiki page. This lesson does not have any pre-assessment, however students will take part in discussion to introduce the topic of drugs and alcohol and their participation in this discussion will help aid the teacher in knowing how much information the students know about. ||
 * =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:__** How does this lesson demonstrate my competency with the standard?
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**How does this lesson demonstrate my competency with the standard?
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** How does this lesson demonstrate my competency with the standard?
 * Verbal** - class discussion on alcohol and drugs and converstations occuring during role play
 * Logical** - Making claculations and figuring out the consequences of the affects of drugs and alcohol on an individual
 * Visual** - The YouTube video showing before and after pictures of drug addicts.
 * Intrapersonal** - Writing on the class wiki page
 * Interpersonal** -The role play activity within the group
 * Kinesthetic** - How did you include movement, exercise, drama and crafts?
 * Musical** - The music within the video
 * Naturalist- Allowing students to decide seating near windows and opening the windows.**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

The classroom will be set up in its original set up and the students will come in and head to their seats. The hook for this lesson would be a YouTube video of a drug addict before and after pictures http://www.youtube.com/watch?v=RJIjWlLa8MU. This video will both catch the student’s attention, but also will show them about the reality of drugs and the impact they have on some people’s lives. This will introduce the drug lesson to the students and they will develop an understanding about drugs and alcohol. This real-life content is crucial for students to learn at a young age so they will be able to make educated decisions about drugs and alcohol when it comes time to. Drugs and alcohol are around each of us each and every day and students need to be aware of the impact it may have and how other individuals are affected. The participation in the role play activity will help demonstrate the students gained knowledge in the MLR. This shows that they have gained knowledge with drug use prevention and helped students to gain knowledge about its effects. (See content notes). ** What, Where, Why, Hook, Tailor: Interpersonal, Intrapersonal, Visual, Musical, and Logical (10 minutes) ** || Students will be equipped with information on drugs and alcohol. The class discussion will give students knowledge on the effects and impact that drugs and alcohol have. Students will be able to listen to the effects and hear refusal skills for them to use in the near future. Then they will be able to practice these refusal skills in role play situations. This reaches the person who needs hand on activities. Instruction will be done in this lesson aiming to reach each of the eight different multiple intelligences. The students will be checked for understanding by the discussion board on the wiki page and on the role play situations. Their participation in the role play will help to show understanding of knowledge from the lesson and will enable their peers to gain information from each other. Following the before and after presentation the class will discuss the visual effects and then discuss some of the mental emotional and social effects they believe might happen. This discussion will encourage the students to think deeply about not only the visual effects, but other ways individuals are affected. ** Equip, Tailor: Verbal, Logical, Interpersonal, Intrapersonal, and Kinesthetic (5 minutes) ** || Students will be aware of how alcohol and drugs affect one’s body. Students will explore drugs and alcohol within the classroom and will be able to make educated decisions when faced with the decision to experiment with these items. They will look up information on the internet and fill out their graphic organizer and present the information to their peers. Students will be able to make educated decisions regarding drugs and alcohol and will reuse these skills when peers are pressuring them to experiment with things. The students will be divided by randomly the first five to enter the room will be grouped together the second group of five and so on. They will be given role play situations to act out and each will be given a different role (see attached). They will read the role play and decide who does what role and if they wish to change roles they may do so. They will show evidence of learning by their participation in the role play activity and the discussions taking place on the class wiki page. Students will rethink of the role play situation when discussing it on the wiki page if they choose to do so and students also have the option of revising and refining their role play and switching situations with their peers. ** Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Bodily-kinesthetic, Musical, and Logical (50 minutes) ** || The students will be given feedback directly after their role play activates. They will be given feedback as to the positive things which they are doing in the role play and the things which they can improve on. This feedback will provide the students with essential information regarding their refusal skills and information which would be helpful in the future. The students will also be given timely feedback on the wiki page discussion there will be set due dates for their discussion and the teacher will analyze their discussion and give them facts and information on their discussion providing input on their discussion will help to cue their discussion and will aid in longer discussions. The students will self-assess the class role play on the wiki page with their discussion page and will be able to talk about their role play and refusal skills which were preformed in the classroom. ** Evaluate, Tailor: Verbal, Intrapersonal, Interpersonal, and Logical (10 minutes) ** ||
 * =Teaching and Learning Sequence:= ||

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