L5+Theriault,+Elizabeth

**__Grade Level__****:** 9-Dipolma **__Numbers of Days:__** 4 **__Topic:__** Contraceptives **__PART I:__** **__Objectives__** Student will understand that unintended pregnancies can be avoided using any of the various types of contraceptives and birth control Student will know factual information on birth control and contraceptives as well as how to use them. Student will be able to do compare and contrast the different types of birth control and contraceptives. Product: Podcast **__ Maine Learning Results (MLR): __** 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 STD's, HIV, and unintended pregnancy ** Rationale: ** Students will gain knowledge of different BC methods and contraceptives such as abstinence, male and female condoms, oral contraceptives, implants, patches and others, to help them avoid unintended pregnancy. **__ Assessments __****__ Formative (Assessment for Learning) __**** Section I – checking for understanding during instruction: ** I will check for understanding by having the students share during the class discussion what they know. I will also check for understanding by having the students participate in the Jigsaw activity in which they will either get one or two different types of contraception (depending on the number of students in class that day). ** Section II – timely feedback for products (self, peer, teacher) ** Students will be emailing me their podcasts at the end of the lesson which I will provide feedback. I will giving feedback on their KWL charts and on their letters to the opposite sex. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Summative (Assessment of Learning): __** Podcast (50pts): Students will create a podcast using garage band comparing and contrasting at least two different contraceptives or birth control options. Students will use garage band to create a podcast about birth control and contraceptives. Students will need to compare two different contraceptives or birth control telling the class the name, cost, how and where to get it, effective rate, what it looks like, and something interesting that students may want to know <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Integration __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Technology: ** Garage band is the technology being used in this lesson. Students will make a podcast using garage band which they will compare and contrast two different forms of contraception. Students could tell the class the name, cost, how and where to get it, effective rate, what it looks like, and something interesting that students may want to know. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** English: ** Students will be using the fundamentals of English in this lesson while writing their letters to the opposite sex. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Math: ** Students will be looking at the effectiveness rate of each type of contraception being presented. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Groupings: __** <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">The first grouping that will occur is that the students will be 3-minute review. I will group students based upon their favorite type of food (fruit, vegetable, junk, meat, fish, dairy, etc.) We will use this grouping because students will need the chance to talk aloud to partners so they may review or ask clarifying question. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Section I - Graphic Organizer & Cooperative Learning used during instruction: ** A class discussion will be used to introduce the different types of contraception. I want to see what the students know most importantly. They will being doing a KWL but not as a pre-assessment but as a tool to help them get ideas. The jigsaw activity will be used for learning the big ideas in which I will first group my students and give each one a piece of paper with a different type of contraception on it. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups, the original group’s reform and students teach each other. At the end, the students who are not sages should be able to say at least two things that they have learned. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Section II – Groups and Roles for Product: ** Students will be working individually on their podcast during class time and will be emailing the finished product to me. I will them give them feedback on what could be improved on. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Differentiated Instruction __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ MI Strategies __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Visual: ** The class will get to see the condom demonstration done properly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Naturalist: ** Students can talk about natural forms of contraception when they are comparing and contrasting. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Verbal- ** The class will discuss the different contraception methods <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Bodily- ** Students will have a chance to touch the different contraception methods if they would like. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Intrapersonal- ** Students will be writing letters to the opposite sex asking questions about birth control and contraceptives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Interpersonal- ** Students will get the chance to talk with their peers about the different birth controls in a class debate on the practicality of birth control. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Musical- ** Students will get the chance to listen to music of their choice while writing their letters. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Mathematical- ** Students will be working with percentages when talking about the success of different contraceptives <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Modifications/Accommodations __** **//<span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Plan for accommodating absent students: ** I expect everyone to be able to make it to class. We are all human and I understand that things do come up and if you do miss a class, it is your job to find out what you missed. I will be willing to help any student filling them in with what they missed. Students will be able to look at the wiki for due dates on projects. However, most of our class time is spent being interactive with each other so I highly recommend you come. If you are absent, come see me during office hours, before, or after school. I will also discuss with the student the skills they missed and I will have a handout of class notes that they missed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Extensions __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Type II technology: ** Students will take the knowledge they have gained from the class discussion charts and from the jigsaw activity and produce a podcast. Doing it in this order will ensure students have full mastery of the different types of contraception and information that goes along with them. At this point students should all have similar knowledge. From here, they use their own imagination and creativity to create the product. Students can use the teacher tutorial if they get stuck on using the product. Students need to compare and contrast the type of contraception they receive. This pushes their product into the Type II area. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Gifted Students: ** My gifted students will need to dig deeper on the information they find for their podcast for example they might want to look at the history of the form on contraception they picked <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">. **__ Materials, Resources and Technology __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Source for Lesson Plan and Research __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> [] This also adds different information on the different types of contraception <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">. [] This talks about oral contraceptive like the different kinds and answers questions that some people might ask. [] This talks about abstinence in a way that kids can understand. [] This has the different types of contraception and a brief description of each. [] This talks about the different types, STI’s, and the effectiveness of each type. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ PART II: __****__ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan): ** The students will enter the classroom and become part of groups based upon their list of favorites from the list in the grouping section. Students will be in pairs to begin the classroom. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Day 1 __** : <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will enter the classroom and begin writing their letters to the opposite sex. What happens is that the students ask questions of the opposite sex through their letter about relationships, birth control, and sex. ** (15 Minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will then get the opportunity to move around the classroom and look at, touch, and have like stations where they try out different birth control methods. (Ex. Use condoms on bananas) ** (15 Minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> We will have a class discussion on the different types of contraception ** (35 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> I will introduce the podcast project, answer any questions, and give the tutorial on garage band. ** (15 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Day 2: __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will come into class and get the chance to express the information and experiences they had the day before. ** (10 Minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will participate in the jigsaw activity where the students will get in groups (based on favorite food) and each will receive the contraception method to research. One research is done the students will get together with students from other groups who have the same form of contraception and will talk about what they found. Then the students will go back to their originally groups to teach them. ** (40 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will get to start their podcast research or podcasts ** (30 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Day 3: __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> I will recap the information and activity that happened the day before in class ** (10 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> There will be a class discussion on the effectiveness of certain contraception and the students will write if they think that the effectiveness rate is accurate or not and why ** (20 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will have a debate on contraception being allowed in schools, the age that you can get them, and how they feel personally about them ** (35 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will get to finish podcasts ** (15 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Day 4: __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> I will recap the information and debate from the previous class and get some feedback on it from the class. ** (15 minutes) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will present their product to the class. ** (65 Minutes) **
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Teacher’s Name__****:** Ms. Theriault **__Lesson #:__** 5 **__Facet:__** Perspective
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">KWL Handout
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Laptops with internet and garage ban
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Laptop chargers
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">LCD projector screen and projector
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Markers/chalk for keeping track of ideas during the class discussion
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Flashcards for student information (for grouping)
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Contraception names where students will pick one to do their projects on.
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Podcast tutorial
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Contraception models

<span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Students will understand that there are many contraceptives and they are important to use in practice. This is important because you will be presented with many different relationships in your life and by knowing how to keep them healthy can maintain or increase your overall health level and prevent unintended pregnancies. You will most likely be part of a relationship while in high school and this lesson will show you why it is important for them to be healthy, and how you can use contraceptives to remain that way. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; prevention of STD's, HIV, and unintended pregnancy. Students as a hook will be looking and touching the different types of contraception. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Where, Why, What, Hook, Tailors: ** Visual, Verbal, Linguistic.

<span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Students will know aspects of contraceptives. These are the different types of contraceptives and birth control as well as how they work and how much they. Between a class discussion or through the lecture and/or teaching moments, student will gain information about these topics. Remember that to speak students must have the "speaking ball" during the class discussion. Students will also have the chance to research this information through the links I give them for when they are making their final product. Students may also gain knowledge through the jigsaw activity with their colleagues. I will check for understanding through their final product and through the jigsaw activity. Students will start to think about what people go through to communicate with their partner about contraceptives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Equip, Explore Rethink, Revise Tailors: ** Intrapersonal, Kinesthetic

<span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Students will be able to explore and experience their knowledge while being in groups that I will choose based on prior knowledge. By the jigsaw activity, they will get to explore many different ideas about contraceptives. After the lesson exhibit knowledge of birth control methods and how they work. Students will show evidence of learning through their podcast products, class discussion as well as the jigsaw activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Explore, Experience, Rethink, Revise, Refine, Tailors: ** Interpersonal, Intrapersonal

<span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Students will email me their podcast products to me after they present them. I will provide feedback to students through oral feedback from class discussion and on their final products. This connects to the next lesson because we will now take the content mastery we have gained and be able to exhibit knowledge of birth control and prevent unintended pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Evaluate, Tailors: ** Intrapersonal, Interpersonal, Kinesthetic <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Content Notes __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Students will know factual information on birth control and contraceptives as well as how to use them.52% of adolescents surveyed said that one of the main reasons that teens don’t use birth control is because their partners don't want to. ( have this written on the board) // 1) // Open with asking the students if they know what conception is? Then ask them if they can name some types of contraception. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Copper T IUD ** —An IUD is a small device that is shaped in the form of a “T.” Your doctor places it inside the uterus to prevent pregnancy. It can stay in your uterus for up to 10 years. This IUD is more than 99% effective at preventing pregnancy.  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** L//evonorgestrel// intrauterine system (IUS) ** —The IUS is a small T-shaped device like the IUD. It releases a small amount of progestin each day to keep you from getting pregnant. The IUS stays in your uterus for up to 5 years. The IUS is more than 99% effective at preventing pregnancy.  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Oral contraceptives ** —Also called “the pill,” it contains the hormones estrogen and progestin. A doctor prescribes it. A pill is taken at the same time each day. The pill is 92–99% effective at preventing pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Mini pill ** —Unlike the pill, the mini-pill only has one hormone, progestin. A doctor prescribes it. It is taken at the same time each day. It is a good option for women who can’t take estrogen. They are 92–99% effective at preventing pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Patch ** —This skin patch is worn on the lower abdomen, buttocks, or upper body. A doctor prescribes this method. It releases hormones progestin and estrogen into the bloodstream. You put on a new patch once a week for three weeks. During the fourth week, you do not wear a patch, so you can have a menstrual period. The patch is 92–99% effective at preventing pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Hormonal vaginal contraceptive ring ** — The ring releases the hormones progestin and estrogen. You place the ring inside your vagina. You wear the ring for three weeks; take it out for the week you have your period, and then put in a new ring. It is 92–99% effective at preventing pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Injection or "shot" ** — Women get shots of the hormone progestin in the buttocks or arm every three months from their doctor. It is 97–99% effective at preventing pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Implant (other name implanon) ** —The implant is a single, thin rod that is inserted under the skin of a women’s upper arm. The rod contains a progestin that is released into the body over 3 years. It is 99 percent effective at preventing pregnancy <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Male condom ** —Worn by the man, a male condom keeps sperm from getting into a woman’s body. Latex condoms, the most common type, help prevent pregnancy and HIV and other STDs as do the newer synthetic condoms. Male condoms are 85–98% effective at preventing pregnancy. Do not use oil-based lubricants such as massage oils, baby oil, lotions, or petroleum jelly with latex condoms. They will weaken the condom, causing it to tear or break. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Female condom ** —Worn by the woman, the female condom helps keeps sperm from getting into her body. It is packaged with a lubricant and is available at drug stores. It can be inserted up to eight hours before sexual intercourse. Female condoms are 79–95% effective at preventing pregnancy when used consistently and correctly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Diaphragm and cervical cap ** —Each of these barrier methods are placed inside the vagina to cover the cervix to block sperm. The diaphragm is shaped like a shallow cup. The cervical cap is a thimble-shaped cup. Before sexual intercourse, you insert them with spermicide to block or kill sperm. The diaphragm is 84–94% effective at preventing pregnancy. Visit your doctor for a proper fitting because diaphragms and cervical caps come in different sizes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Emergency contraception ** —Emergency contraception is NOT a regular method of birth control. Emergency contraception can be used after no birth control was used during sex, or if the birth control method failed, such as if a condom broke. Women can take emergency contraceptive pills up to 5 days after unprotected sex, but the sooner the pills are taken, the better they will work. There are three different types of emergency contraceptive pills available in the United States. Some emergency contraceptive pills are available over the counter for women 17 years of age or older. If younger than 17 years, emergency contraceptive pills are available by prescription. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Withdrawal ** is when a man takes his penis out of a woman's vagina (or "pulls out") before he ejaculates, or has an orgasm. This stops the sperm from going to the egg. "Pulling out" can be hard for a man to do. It takes a lot of self-control. Even if you use withdrawal, sperm can be released before the man pulls out. When a man's penis first becomes erect, pre-ejaculate fluid may be on the tip of the penis. This fluid has sperm in it. So you could still get pregnant. Withdrawal does not protect you from STIs or HIV. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Female Sterilization ** — ** Tubal ligation or “tying tubes.” ** — A woman can have her fallopian tubes tied (or closed) so that sperm and eggs cannot meet for fertilization. The procedure can be done in a hospital or in an outpatient surgical center. You can go home the same day of the surgery and resume your normal activities within a few days. This method is effective immediately. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Male Sterilization–Vasectomy ** —This operation is done to keep a man’s sperm from going to his penis, so his ejaculate never has any sperm in it that can fertilize an egg. This operation is simpler than tying a woman’s tubes. The procedure is done at an outpatient surgical center. The man can go home the same day. Recovery time is less than one week. After the operation, a man visits his doctor for tests to count his sperm and to make sure the sperm count has dropped to zero; this takes about 12 weeks. Another form of birth control should be used until the man’s sperm count has dropped to zero.
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">** Between 2006–2008, 99% of women who had ever had sexual intercourse had used at least one method of birth control. **
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">**However, 7.3% of women who were currently at risk of unintended pregnancy were not using a contraceptive method.**
 * <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">**By age15, the number jumps up to 20%.**

<span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">2) For the jigsaw, activity split students in two groups and gives each student a different type of contraception to look up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups, the original group’s reform and students teach each other.3) After the Jigsaw activity have the students use the type of contraception that they were give to continue to do research and give them the rubric for the podcast product. Have the students email me their finished products. In addition, they will present them to the class the next day. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Handouts __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> KWL chart <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Information that is being presented in the class discussion so they can refer to it. <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Rubric for final project <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// 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. //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//__ Learning Styles __//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Clipboard: //** Students are given clear and set directions of what is expected from them during this lesson. Class syllabus for the lesson will be known to all students so they may get a grasp on the work that is ahead and behind them. They will be given a rubric for their i movie that gives them a straightforward procedure of the work they must accomplish. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Microscope: //** Students will be given the chance to discuss in class their deep learning, their experiences, and thoughts or expectations. Students will have the ability to discover choices that will arise in their lives at an early age. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Puppy: //** Class expectations during discussions will be laid out before starting to discuss, in order to try to make the classroom a comfortable learning area. The grouping for three-minute review will be chosen by the class to further give students the chance to feel comfortable around the classroom. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Beach Ball: //** Students are also given the chance to be creative by making an i Movie product. Although the use of product is not a wide range, the students can use their imagination with this project and stem off in any way they choose and see fit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Rationale: //** This lesson demonstrates Maine Standard for Initial Teacher Certification because it provides the chance for students to learn and develop content knowledge in different ways. In one way, students will be given many sources and varieties of information on contraceptives and how they work. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //****// Content Knowledge: //** Students will know factual information on birth control and contraceptives as well as how to use them. These topics will be covered through student activities, class discussions, and their inspiration (See Content Notes). These topics and their coverage will meet the Maine learning results. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// MLR: //** Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">C1 Healthy Practices and Behaviors <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">Grade 9-Diploma <span style="color: black; font-family: 'times new roman',times,serif; font-size: 110%;">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 pregnancy <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Facet: //** Student will be able to // compare and contrast the different types of birth control and contraceptives. // Student will know factual information on birth control and contraceptives as well as how to use them. It is the student’s job to take notes from the discussion and use examples to explain each contraception more in depth. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Rationale: //** This lesson demonstrates Maine Standard for Initial Teacher Certification because it allows different students to learn in the way that they need and choose. My lesson then can be altered to the students need to know knowledge. Students' IEPs, 504s, and ELLIDEPs will have the chance to have modifications during the lesson. During this lesson, students will be able to exhibit knowledge they have on birth control methods and how they work. This satisfies the MLR by giving them the background information on the contraceptives so they can make a healthy choice on one in the future. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// MI Strategies: //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Visual: ** The class will get to see the condom demonstration done properly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Naturalist: ** Students can talk about natural forms of contraception when they are comparing and contrasting. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Verbal- ** The class will discuss the different contraception methods. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Bodily- ** Students will have a chance to touch the different contraception methods if they would like. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Intrapersonal- ** Students will be writing letters to the opposite sex asking questions about birth control and contraceptives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Interpersonal- ** Students will get the chance to talk with their peers about the different birth controls in a class debate on the practicality of birth control. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Musical- ** Students will get the chance to listen to music of their choice while writing their letters. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Mathematical- ** Students will be working with percentages when talking about the success of different contraceptives <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Type II Technology: //** Students will take the knowledge they have gained from the class discussion charts and from the jigsaw activity and produce a podcast. Doing it in this order will ensure students have full mastery of the different types of contraception and information that goes along with them. At this point students should all have similar knowledge. From here, they use their own imagination and creativity to create the product. Students can use the teacher tutorial if they get stuck on using the product. Students need to compare and contrast the type of contraception they receive. This pushes their product into the Type II area. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Formative: //** I will check for understanding by having the students share what they know during the discussion just by raising their hands. I will also check for understanding by having the students participate in the Jigsaw activity in which they will either get one or two different types of contraception (depending on the number of students in class that day). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Summative: //** Podcast (50pts): Students will create a podcast using garage band comparing and contrasting at least two different contraceptives or birth control options. Students will use garage band to create a podcast about birth control and contraceptives. Students will need to compare two different contraceptives or birth control telling the class the name, cost, how and where to get it, effective rate, what it looks like, and something interesting that students may want to know <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**// Rationale: //** This lesson demonstrates Maine Standard for Initial Teacher Certification because it gives the teacher the ability to get progress and informal evaluation from the students on prior knowledge, the students gaining knowledge (sharing their information during class discussion and during the jigsaw activity), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. The inspiration product the students will produce can give the teacher a chance to evaluate the student formally. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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