L1+Theriault,+Elizabeth

**__ Grade Level __**** : 9-Diploma ** **__Numbers of Days:__** **3-4 Days** **__ Topic: __**** Tobacco and Alcohol ** **__ PART I: __** **__ Objectives __** ** Student will know **  the names of drugs, background, uses, the negative effects, and choices they have about it all. ** Student will be able **  to describe different substances and they choices they have//.//Product: Wiki **__ 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: **  This lesson is going to meet this standard by having the students demonstrating the effects of tobacco and alcohol on their lives, the background information and the choices that could be made when using tobacco or alcohol. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Assessments __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Pre-Assessment: __** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> I will use the K-W-L assessment to see what my students already know, what they want to know, and at the end of the unit, what they have learned. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Formative (Assessment for Learning) __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Section I – checking for understanding during instruction: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will share their fact and opinion sheet on substances and rethink the parts with a new perspective using the handprint handout, which they will, draw their hand and on each finger they will write about one thing they learned. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Section II – timely feedback for products (self, peer, teacher): ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will edit their wikis throughout the unit and I will check their progress weekly. When it comes to their worksheets, I will be collecting them at the end of the week to evaluate the students and see their resources for their wikis. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Summative (Assessment of Learning): __** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Wiki (50pts): Students will choose either tobacco or alcohol and provide a wiki throughout the unit with information and the choices they will have to make if using the substance. The wiki should be three pages (cover page and introduction, statistics, and the last page harmful effects and how it could affect your life if under the influence of tobacco or alcohol. Lastly, the wiki should include at least one video about tobacco or alcohol. I will check the progress of the wikis once a week to see if any improvements need to be made. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Integration __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Technology: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> A wiki page is the type II technology that is being used in this lesson. It is integrated by having the students create a wiki throughout the unit about tobacco or alcohol. The wiki will contain at least one video, which they can make or find online to help enhance their wikis. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** English: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will be explaining and incorporating the fundamentals on English into their wikis. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Groupings __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Section I - Graphic Organizer & Cooperative Learning used during instruction: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> The Facts and opinions chart will be used to introduce choices and outcomes. Circle the sage will be used for learning the big ideas in which I will first group my students by their birthday months. From their discussion, the group will nominate a member to be a sage in a certain topic. (If a student feels, they can be a sage on healthy eating) My experts will be masters in one of the choices. (How to deal with choice, background content on choice, or outcomes of how you react) My Sages will spread out around the room. I will group the remaining students depending on how many sages we have and the sages will explain one thing they know to the students who are not sages. 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','serif'; font-size: 16px;">** Section II – Groups and Roles for Product: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will be working on their wikis individually but after a period of time, they will look over their peer’s wikis and comment on them to gain feedback and vice versa. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Differentiated Instruction __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ MI Strategies __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Verbal- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will discuss to the class their fact and opinion sheets on tobacco and alcohol aloud. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Logical/Mathematical- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will group different drugs and alcohol into categories ranging from less harmful to extreme harmful. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Visual- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will get to see the guest speaker from the local women's prison. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Bodily/Kinesthetic- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will pretend to be impaired as if they were on drugs or under the influence of alcohol//.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Interpersonal- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will get to work in groups to share their fact and opinion sheets on tobacco and alcohol with each other//.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Intrapersonal- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Before students share their work they will brainstorm choices and consequences that can arise from their choices, alone. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Musical- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students can incorporate music into their wikis if they want to enhance the information on tobacco or alcohol. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Naturalist- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students could write about in their wikis how smoking tobacco or drink alcohol could affect the environment. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Modifications/Accommodations __****// From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Plan for accommodating absent students: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> 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. For missing the guest speaker, I will upload the video of the guest speaker to the Wiki. You will need to fill out your fact and opinion sheet for the next class, and come see me to talk about the topics brought up in the class discussion. At the beginning of every class, we will also take five to ten minutes to recap the previous class. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Extensions __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Type II technology: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will take the knowledge they have gained from their facts and opinion worksheets and from circle the sage activity and create a wiki page. Doing it in this order will ensure students have full mastery of the choices that may arise in their life and the consequences that may arise. 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 are stuck on using the product. Students should add at least one video that is homemade or found online to their wiki pages. This pushes their product into the Type II area. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Gifted Students: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> For my gifted students I will have them instead of making a wiki I want them to make an interactive wiki like a gloster. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ Materials, Resources and Technology __** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">LaptopsCharger <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">LCD ProjectorScreen <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Speaker <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Confirm guest speaker is coming <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Fact and Opinion handouts <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Circle sage activity handouts <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Handprint handouts <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Markers/colored pencils <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">RubricsChecklists <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Note cards <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Youth prevention programs, data and statistics, and basic information on [|smoking and tobacco]: [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Labeling [|tobacco]products and resources to help quit: [] <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">3.The choice to [|drink alcohol]while underage, and some potential outcoes: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">4. The choice to [|smoke cigarettes]and potential outcomes: [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. Summing it all up: [|Great link]with information about all the above: [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Student will be participating in the [|handprint] handout: [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. Students will be participating in the "[|circle sage]" activity: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wiki [|video]tutorial: [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__PART II:__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">In my classroom, I will arrange the desks in two's, this means the desks are in normal lecture rows and columns except every two desks are pushed together. This is done this way to make it easier to talk to a partner without causing too much distraction and ruckus during the lesson. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">// Day 1: // <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will come into class and take a pre-assessment (formal) on their knowledge of tobacco and alcohol. Students will be giving out the K-W-L handout and asked to write at least five things they know about substances and the effects and at least ten things they want to know about substance and the effects. Students who finish early will fill out a flash card with their birthday, favorite number, color, food, and drink. (for grouping purposes) **(20 Minutes)** Students will watch the guest speaker. No notes will be taken, but the speaker will be recorded for absent students and others who wish to recall information they are told. **(60 Minutes)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">// Day 2: // <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Start class off by discussing the previous day’s events. We will most likely get students reactions to the guest speaker, and whether they thought, it was helpful to hooking them into the topic. **(10 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Give an open discussion on choices. What choices may arise, what outcomes may come out of the choices, short and long-term effects of choices. **(35 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will take out their K-W-L chart and we will discuss them. Students will also learn about wiki pages and the rubrics and will start to create their wikis on either tobacco or alcohol. **(35 minutes)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">// Day 3: // <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Start class off by discussing the previous day’s events. **(10 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will be giving the handprint handout and must complete it before moving one **(10 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Group students by favorite color and give them a topic to discuss (alcohol, drugs, or smoking). From there groups will pick their sage for the specific topic **(20 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">I will have my sages spread out and then group remaining students by favorite number. I will have them walk around and learn from the sage about the different choices and content material that hopefully will help them with their wikis. **(20 Minutes/4 per sage)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">End class by allowing students to work on their wikis. **(20 Minutes)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">// Day 4: // <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Show class a product sample (previous classes or my own). **(15 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Go over any questions about wikis or rubrics. **(10 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Allow them the rest of class to work on projects due next class. **(50 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Day 5: Class Presentations **(70 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Final reflections **(10 Minutes)** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will understand that they will always have choices when it comes to substances such as tobacco and alcohol. This is important because you will be presented with choices in life and through this lesson, you will understand pros and cons of what you decide to do. **//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; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.//** There will be a guest speaker from the local women's, jail escorted by police, who used drugs/alcohol in high school, and they will share their experience and choices leading up to outcome. Students will have the chance to respond and ask appropriate questions. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Where, Why, What, Hook, Tailor: ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> **Visual**, **Linguistic, Verbal** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will know the names of drugs, background, uses, the negative effects, and choices they have about it all. Between a class discussion or through teaching moments student will gain information about these topics. Students will also have the chance to research this information through the links I give them. Students may also gain knowledge through circling the sage from their colleagues. I will check for understanding through their fact and opinion worksheet and through their handprint worksheet. The students are to start plotting out steps that a person goes through from the initial choice to participate, all the way to a final outcome stemming from the choice. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Equip Explore, Rethink, and Tailors:** **Linguistic, Verbal, Logical, Bodily Kinesthetic, interpersonal, intrapersonal** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will be able to explore and experience their knowledge while being in groups. These groups are chosen by birthdays. By circling the sage, they will get to explore many different ideas about choices. Students will be grouped five different times during circle the sage and the roles of each initial group will be either about tobacco or alcohol. Then the group will choose a sage on that topic. Students will show evidence of learning through their handprint handout and their fact and opinion worksheet. They will show they understand content and outcomes of choices. For the actual wiki page, the students will work individually but they will work in groups on gathering information. Students can rethink, revise, refine their fact and opinion sheets and handprint worksheet after class discussion, before circle the sage, during circle the sage, and after circle the sage. **Explore, Experience, Rethink, Revise, and Refine, Tailors: Verbal, Logical, Interpersonal, and Intrapersonal** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">I will provide timely feedback to students through notes on their facts and opinion sheets, on their handprint worksheet, 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 tell a story of a person who made choices instead of just explaining background on the choices <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Evaluate, Tailors: Linguistic, Intrapersonal** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Content Notes__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know the names of drugs, background, uses, the negative effects, and choices they have about it all. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Drinking alcohol] <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Drinking alcohol is not only illegal at your age but can be dangerous. 20% of students your age (9th grade) binge drink. It is crazy to think that statistic is 20% of all your age not just the ones that drink. That number is actually unfair because most of your peers don't drink at all (at this age (14)). Some things that can arise from choosing to drink at your age are: Brain effects, liver effects, and effects on your growth. These are all long-term physical effects, but some short-term effects are alcohol poisoning, drinking and driving, legality aspects, and death.Key terms for these links: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Drunk Driving- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Driving while under the influence of alcohol (zero tolerance at your age) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Binge Drinking- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Drinking 5 or more drinks in one sitting. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Liver and Brain effects- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Different diseases that can come from excess drinking, more prominent when start at a lower age. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Effects on physical growth ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">- Has proven to stop growth of organs and different body parts. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|smoke cigarettes] <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Choosing to smoke cigarettes is one of the easier ways to shorten your life span. By weighing the positive and negative outcomes from smoking, you only get negative ones. Again, it is illegal at your age. More importantly, you open yourself **and others** up to addiction, cancers, and death. If you take away the negative physical outcomes, you are still hurting affecting your life because you are smoking and spending hundreds and thousands of dollars in your lifetime to pretty much take your own life. When you smoke, you aren't choosing whether you are going smoke, but whether you are going to become a smoker.Key terms from the above links: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Second hand Smoke- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Inhalation of smoke from another person’s product. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Nicotine- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Addictive drug found in cigarettes. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Addiction- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> refers to an obsession or a psychological dependence upon something. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Cancers ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">- Uncontrollable growth of cells <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|How tobacco effects youth] More than 80% of adult smokers begins smoking before 18 years of age.Each day in the United States, approximately 3,450 young people between 12 and 17 years of age smoke their first cigarette, and an estimated 850 youth become daily cigarette smokers.17.2% of high school students14.8% of female high school students19.6% of male high school student5.2% of middle school students4.7% of female middle school students5.6% of male middle school students[|other drug use] <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Other common drugs that students your age will participate in the use of are as follows: Marijuana, ecstasy, inhalants, caffeine, and other stimulants. To generalize these drugs can be just as addicting as the next and as addicting as cigarettes. Some are you inject, others you take orally, and some you smoke. The drugs mentioned can be classified as depressants, stimulants, and hallucinogens. There are no positive outcomes that come from using these drugs. Mostly physical changes, mental changes, and addiction are the bad effects of choosing to take any of them.Key terms from the above links: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** A **** nabolic Steroids- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> class of steroids related to the hormone testosterone. General idea is to increase the testosterone level. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Marijuana- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> A psychoactive. Most commonly smoked or taken orally. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Ecstasy- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> A psychoactive drug used to increase intimacy and decrease feelings of fear and anxiety. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Inhalants- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Wide range of drug that can be sniffed or breathed in. Usually is aerosol or a gas. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wikispaces [|video] tutorial <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Handouts__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fact and Opinion handouts <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handprint handouts <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rubrics <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Note cards <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__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.//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//__Learning Styles__//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//Clipboard://** In another way, 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 wikispace page that gives them a straightforward procedure of the work they must accomplish. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//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','serif'; font-size: 16px;">**//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 the sages 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','serif'; font-size: 16px;">**//Beach Ball://** Students can use their imagination with this project and stem off in any way they choose and see fit. They can put anything else in their wiki that is relevant. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//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 choices they can make during their lives. Students are also given the chance to be creative by making a wiki page. 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','serif'; font-size: 16px;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//Content Knowledge://** Students will know vocabulary, factual information, and critical details on tobacco, alcohol, and other drugs.These topics will be covered through student activities, class discussions, and their wikispaces page (See Content Notes). These topics and their coverage will meet the Maine learning results. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//MLR://** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction C1 Healthy Practices and BehaviorsGrade 9-DiplomaStudents 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','serif'; font-size: 16px;">**//Facet://** Students will be able to describe the different substances and choices they have. Students will learn the factual information on either tobacco or alcohol and will show mastery through a wikispace page. When students are asked to fill out their graphic organizer, they are organizing all of the information regarding tobacco or alcohol. It is their job to take note from the discussion and use examples to explain each measure more in depth. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//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. A pre-assessment on drugs and alcohol will be given at the beginning of the lesson. 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 **realize** they have choices in life that can lead to positive and negative outcomes, and they have the right to choose them for themselves. This satisfies the MLR by giving them the background information on the choices so they can in the future make right ones. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//MI Strategies://** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Verbal- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will discuss to the class their fact and opinion sheets on tobacco and alcohol aloud. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Logical/Mathematical- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will group different drugs and alcohol into categories ranging from less harmful to extreme harmful. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Visual- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will get to see the guest speaker from the local women's prison. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Bodily/Kinesthetic- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will pretend to be impaired as if they were on drugs or under the influence of alcohol//.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Interpersonal- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Students will get to work in groups to share their fact and opinion sheets on tobacco and alcohol with each other//.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Intrapersonal- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> Before students share their work they will brainstorm choices and consequences that can arise from their choices, alone. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Musical-** Students can incorporate music into their wikis if they want to enhance the information on tobacco or alcohol. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">** Naturalist- ** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students could write about in their wikis how smoking tobacco or drink alcohol could affect the environment. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//Type II Technology://** Students will take the knowledge they have gained from their facts and opinion worksheets and from circle the sage activity and create a wiki page. Doing it in this order will ensure students have full mastery of the choices that may arise in their life and the consequences that may arise. 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 are stuck on using the product. Students should add at least one video that is homemade or found online to their wiki pages. This pushes their product into the Type II area. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//Formative://** Students will be checked for understand by sharing their fact and opinion sheet on substances and rethink the parts with a new perspective using the handprint handout, which they will, draw their hand and on each finger they will write about one thing they learned. <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Students will edit their wikis throughout the unit and I will check their progress weekly. When it comes to their worksheets, I will be collecting them at the end of the week to evaluate the students and see their resources for their wikis. The pre-assessment for this lesson will be a <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">K-W-L assessment to see what my students already know, what they want to know, and at the end of the unit, what they have learned. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//Summative://** <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Wiki (50pts): Students will choose either tobacco or alcohol and provide a wiki throughout the unit with information and the choices they will have to make if using the substance. The wiki should be three pages (cover page and introduction, statistics, and the last page harmful effects and how it could affect your life if under the influence of tobacco or alcohol. Lastly, the wiki should include at least one video about tobacco or alcohol. I will check the progress of the wikis once a week to see if any improvements need to be made. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//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 (pre-assessment), the students gaining knowledge (sharing their K-W-L charts and during the circle the sage exercise), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. The wikispaces page 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].
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**UNIVERSITY OF MAINE AT FARMINGTON** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**LESSON PLAN FORMAT**  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__ Teacher’s Name __**** : Ms. Theriault ** **__Lesson #:__** **1 __Facet:__ Explain**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Student will understand that **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> they will always have choices when it comes to substances such as tobacco and alcohol.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
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