L2+Stefanilo,+Daniel

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

Teacher’s Name:** Mr. Dan Stefanilo
 * Date of Lesson:** Lesson 2 Healthy Choices (application)
 * Grade Level:** 9
 * Topic:** Healthy Choices

__**Objectives**__

 * Student will understand that** Students will understand that they have choices and control over their healthy practices and behaviors.
 * Student will know** how to use their different MI's to make different choices on drugs, alcohol, and sex, and healthy eating.
 * Student will be able to** tell a story of a person making healthy choices.

__**Maine Learning Results Alignment**__
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 take their knowledge they have gained and our class will be able to discuss/debate situations and reasons people engage in activities and what other choices they can make instead.

__**Assessment**__
The [|five W's Chart] will prep the students for their summative assessment by asking them to fill in their boxes for a topic of their choice. They will choose one of our topics from the first lesson (nutrition, alcohol, drugs, smoking, sex) and create a character that makes a choice in one of those topics and fill in their five W's. [|Three step interview] will be used for the students to share their stories with others, listen to others stories, and share them with the class. The students will participate in a class debate/ discussion where students will have the ability to get information on how to avoid bad situations.
 * Formative (Assessment for Learning)**

A rubric will be used to grade this product.
 * Summative (Assessment of Learning)**
 * Comic Life-** Make a comic life of a person faced with decisions and show positive negative outcomes depending upon their choice of how to deal with the decision. By using their Five W's chart and participating in the three step interview, students should have good ideas of what situations they will choose to make a comic life of.

__**Integration**__

 * Technology-** Students will be making a comic life of a situation that may arise and how they react with the different outcomes that will arise.


 * English**- Students will write and read in their 5w's and be verbal during the class discussion and debate.


 * Math**- Students will use logic and mathematics to help explain the choices they make.

__Groupings__
I will be grouping my students by eye color for when they need to do the three step interview. The students will then be paired out from their birthday months. This will allow the students to complete the three step interview. The students use the interview to share their 5w's and get new ideas for their comic life. Each part of the interview will go for about 10 minutes.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal-** The students will get to read aloud other students Five W's charts.
 * Mathematical-** Students will be predicting the "what happens next" with the Five W's.
 * Bodily/Kinesthetic-** Students will get to move around and get knowledge from classmates on what choices they have been a part of. They will also be be moving around during the debate to different thought groups.
 * Musical-** I will have music playing in background during Five W's activity. When a new song comes on you switch partners.
 * Interpersonal-** We will be working in groups during Five W's and the class debate
 * Intrapersonal-** The first thing students will be doing with the Five W's is brainstorming ideas on their own.

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

I will be willing to help any student filling them in with what they missed. Come see me during office hours or before or after school. We will tape the discussion and debate and post it on the wiki for absent students. They will be responsible for writing a formative assessment of the information they received. They will need to fill out their 5w's chart and bring that in the next class as well. This will all be on the wiki so they can see about getting caught up at home. At the beginning of the next class we will be taking 5 to 10 minutes to recap the previous class. Students will take the knowledge they have gained from their 5w's and three step inteview and create a comic life product that is a story that produces a story of a person and the different healthy choices they can make and outcomes that come out of it. One of their big jobs is to use their knowledge they have gained to try and get character to work their way out of making the choice. 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 email or the [|comic life] tutorial if they get stuck on using the products services. This pushes their product into the Type II area.
 * Absent Students**
 * Extensions**

__**Materials, Resources and Technology**__

 * Movie with choices clips (hook stuff)
 * Five w's Graphic Organizer Handout
 * Laptops with internet and Comic Life
 * LCD projector screen and projector
 * Video camera to videotape debate and class discussion
 * Markers/chalk for keeping track of ideas during the class discussion
 * Comic Life Tutorial
 * Ball students can throw around during class discussion
 * Comic Life Tutorials (video and written)
 * Flashcards for student information

__Source for Lesson Plan and Research__
Why students take [|drugs] Why students smoke [|cigarettes] Why students nutrition is bad Why students shouldn't choose to engage in [|sexual activity] Students Binge [|Drinking] Drinking at an [|early age] When [|Drinking goes wrong] Having [|Sex at an early age] does what?

__**Maine Standards for Initial Teacher Certification and Rationale**__
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 comic life product. Although the use of product is not a wide range, the students can use their imagination with this project and stem off in anyway they choose and see fit. **(Beach Ball)** 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 comic life that gives them a straight forward procedure of the work they must accomplish. **(Clipboard)** Students will be given the chance to discuss and debate 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 and why not to choose them and what can happen if they do. **(Microscope)** Class expectations during discussions and debate will be laid out before starting to discuss, in order to try and make the classroom a comfortable learning area. **(Puppy)**
 * //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:** 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, sex, nutrition, and alcohol outcomes from choosing to use them 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 be able to tell a story of a person making healthy choices. This satisfies the MLR by giving them the background information on outcomes of the choices so they can in the future make right ones.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal-** The students will get to read aloud other students Five W's charts.
 * Mathematical-** Students will be predicting the "what happens next" with the Five W's.
 * Bodily/Kinesthetic-** Students will get to move around and get knowledge from classmates on what choices they have been a part of. They will also be be moving around during the debate to different thought groups.
 * Musical-** I will have music playing in background during Five W's activity. When a new song comes on you switch partners.
 * Interpersonal-** We will be working in groups during Five W's and the class debate
 * Intrapersonal-** The first thing students will be doing with the Five W's is brainstorming ideas on their own.


 * Technology used**
 * Comic Life-** Make a comic life of a person faced with decisions and show positive negative outcomes depending upon their choice of how to deal with the decision. By using their Five W's chart and participating in the three step interview, students should have good ideas of what situations they will choose to make a comic life of.


 * Video tape-** Students will have a chance to watch video tape of the debate and discussion even if they weren't sick in case they want to recap information.

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 5w's with partners and class as well), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. The comic life product the students will produce can give the teacher a chance to evaluate the student formally.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will enter the classroom on the first day of the lesson with the desks in facing debate form. This means the desks are in normal lecture form but they face in instead of towards the front of the desk. This could get exciting early and from the start.


 * Day 1:**
 * Students will come into class and be ready to fill out the beginning portion to the [|KWL chart] . **(15 minutes)**
 * Students will get to watch the movie with clips of people making choices in life. **(20 minutes)**
 * Students will get a chance to discuss with their classmates what they thought of the movie. **(15 minutes)**
 * We will lecture on the outcomes of choices. Why they are bad. Relate them back to high school students **(30 minutes)**


 * Day 2:**
 * We will start off class by having a class vote on which topic they want to debate.
 * Start class off by discussing the previous days events. We will most likely get students reactions to the movie, and whether they thought it was helpful to hooking them into the topic. **(10 Minutes)**
 * Next we will start the debate. Say the choice was whether the the drinking age should be lowered to high school age. Students will get to voice their opinions. I will just mediate and bring up ideas if the students miss them. **(70 minutes)**


 * Day 3:**
 * We will recap the debate to start off class. **(10 minutes)**
 * We will make our 5w's charts. **(20 minutes)**
 * We will put our class into groups so we can do three step interviews **(30 minutes)**
 * I will introduce the comic life tutorial and the project **(20 minutes)**


 * Day 4**:
 * Students will have the chance to work on their projects **(80 minutes)** Get feedback from teacher.

Students will understand that they have choices and control over their healthy practices and behaviors. This is important because you will be presented with choices in life and through this lesson you will understand the outcomes of what you choose. You will most likely be presented with a chance to drink, smoke, or have sex, while in high school and this lesson will show you why you will want to say no to participating in them. //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 able to watch a movie on different choices people have to make in life. Students will have the chance to respond and ask questions.
 * Day 5:**
 * Students will present their projects to the class. **(80 minutes)**
 * Where, Why, What, Hook, Tailor: Visual, Linguistic,**

Students will know choices and outcomes of pregnancy, drug use, tobacco use, alcohol use, and unhealthy eating. Between a class discussion or through the debate or teaching moments, student will gain information about these topics. Remember that to speak students must have the "speaking ball". Students will also have the chance to research this information through the links I give them. Students may also gain knowledge through the three step interview with their colleagues. I will check for understanding through their KWL charts. 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.
 * Equip,Explore,Rethink,Tailors: Linguistic, Verbal, Logical, Bodily-Kinesthetic, interpersonal, intrapersonal**

Students will be able to explore and experience their knowledge while being in groups. These groups are chosen by birthdays. They will explore each others experiences in the different content areas. By three step interview they will get to explore many different ideas about choices. After the lesson students will be able to tell a story of a person making healthy choices. Students will be grouped once to share their ideas (5w's) on the following outcomes of these topics (smoking, nutrition, sex, alcohol, and drugs). Students will show evidence of learning through their 5w's and debate as well as. They will show they understand content and outcomes of choices. Students can rethink, revise, refine their 5w's after class discussion, before three step interview, and during the debate.
 * Explore,Experience,Rethink,Revise,Refine,Tailors: Verbal, Logical, Interpersonal, Intrapersonal**

Students will present their comic life in class so I may base their knowledge content as well as pass back their KWL charts to assess their new knowledge. I will provide timely feedback to students through notes on their 5w's 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. Evaluate, Tailors: Linguistic, Interpersonal

Content Notes [|Healthy choices] [|healthy body][| healthy mind] Healthy choices come in all sorts of ways. They can be reguarding nutrition, sexual health, tobacco, other drug use, and alcohol. Choosing to participate in these areas of health can have effects on all your domains of health especially your mental, physical, and social domains. They can affect your physical domains because they can change your ability to be physically active (smoking cigarettes). These choices can also change your long term physical health (cancers, liver disease, obesity, heart disease, death, STD's, unintended pregnancies (having a child)) and short term physical health (friendships, addiction, death). Your mental health can be affected because practicing unsafe sex can hurt your relationships in life. By choosing different unhealthy eating patterns (anorexia, bulimia) you are putting stress on your body image, and not keeping good physical and mental health. Unhealthy relationship choices (unsafe sex), choosing to do drugs, smoke, or drink you put stress on your friendships and can affect your social health. __Key terms from this link:__ Healthy choices: Making a decision that has a positive outcome on your health domains of health: Physical, social, mental, emotional, and spiritual. These as a whole make up your health. When one changes in a negative way all get affected.

[|sexual choices] and [|healthy sexual life,] The first thing to understand is that it is your choice whether you want to have sex or not. If you are going to be part of a relationship and especially one that you engage in sexual contact you must be respected by your partner. You need to set guidelines from the start for that aspect of your relationship. You must understand the consequences that may occur from engaging in this type of relationship. __key terms for these links:__ STD's/STI's- Sexually Transmitted Diseases/Infections ( ex- gonorrhea, Chlamydia, trichomoniasis, syphilis, cancroids, or genital warts, herpes) unsafe sex- The act of engaging in sex or oral sex without protection, birth control, or without taking proper precautions of protecting both you and your partner. Friendships- Cooperative and supportive systems between two people. Failure of Birth control and contraceptives- Leads to STD's, STI's and unintended pregnancies. HIV/AIDS- Human immunodeficiency Virus and Acquired Immune deficiency syndrome. AIDS is caused in the immune system by the HIV virus. For this lesson it can be acquired by anal, vaginal, and oral sex. (As well as through needles in drug use).As of today there is no cure or vaccine. Self Respect and respect for others- refers to having respect for yourself as a person. Many times adolescents engage in sexual contact when there is no respect for themselves or their partner Abusive relationships- Abusive relationships just doesn't mean one person physically abusing another although it could. It can be as easy as a lack of respect, trust, and consideration for the other person.

[|healthy eating] and [|healthy nutrition] and [|steps] Healthy eating and good nutrition and physical activity can lead to a healthier you. This is probably the one category we make the most choices in everyday or in our lives. Every time we choose to eat from a fast food restaurant or drink a sugary drink we are not taking our health into concern. These are choices just like taking drugs or putting alcohol into our bodies. By not getting proper nutrition, or participating in an eating disorder we are making a choice that can effect our physical, mental, and social health. Physical activity goes hand in hand with nutrition. You can't be healthy with out the both of them. By choosing to not be physically active you are taking away from your health and same goes with nutrition. __Key terms for these links:__ Nutrition- Nourishing your bodies need with food Physical Activity- engaging in bodily activity that promotes fitness anorexia- eating disorder with a low body weight. Caused by starvation, excessive exercise, or weight loss pills. obesity- medical condition with excess body fat to where it effects overall health Bulimia- eating disorder with binge eating followed by purging.

[|drinking alcohol] 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: Drunk Driving- Driving while under the influence of alcohol (zero tolerance at your age) Binge Drinking- Drinking 5 or more drinks in one sitting. Liver and Brain effects- Different diseases that can come from excess drinking, more prominent when start at a lower age. Effects on physical growth- Has proven to stop growth of organs and different body parts.

[|smoke cigarettes] 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: Second hand Smoke- Inhalation of smoke from another persons product. Nicotine- Addictive drug found in cigarettes. Addiction- refers to an obsession or an psychological dependence upon something. Cancers- Uncontrollable growth of cells

[|other drug use] 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 classafied 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: Anabolic Steroids- class of steroids related to the hormone testosterone. General idea is to increase the testosterone level. Marijuana- A psychoactive. Most commonly smoked or taken orally. Ecstasy- A psychoactive drug used to increase intimacy and decrease feelings of fear and anxiety. Inhalants- Wide range of drug that can be sniffed or breathed in. Usually is aerosol or a gas.

Handouts


 * KWL chart for formal assessment
 * 5W's Graphic Organizers
 * Written Handout tutorials for comic life
 * Note cards
 * Rubrics for comic life