L6+Stefanilo,+Daniel

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

Teacher’s Name:** Mr. Stefanilo
 * Date of Lesson:** Lesson Six
 * Grade Level:** 9th
 * Topic:** Unintended Pregnancy (Empathy)

__**Objectives**__

 * Student will understand that** unintended pregnancies can be avoided with the various uses of birth control and contraceptives.
 * Student will know** factual information on pregnancy (time line of events in three trimesters and vocabulary on pregnancy).
 * Student will be able to do** role play a situation where they are pregnant or have a child.

__**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 learn about the different parts in time with pregnancy because in the case that the previous lesson information was too late or for future reference knowledge.

__**Assessment**__
The students formative assessment will be their venn diagrams as well as a chance to have a mock child. This will either be through the key dolls or a flour baby. Their venn diagrams will be over the pros and cons (or both positive and negative) outcomes of an unintended pregnancy. We will see if there is any difference in the pros and cons at different ages of the mother and father. The cooperative learning will be team, pair, solo. This will simulate being a single mother or father in the end and needing to make good choices for your future and your babies.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * Webquest**- Students will complete a [|web quest] on pregnancy to complete this lesson. This web quest will try and give them the frame of mind on how teen pregnancy can affect lives. Your job is to make a power point on the relationship between dropping out of school and becoming pregnant. You have the chance to branch off in any direction you want, but you must stay under the topic of teen pregnancy and the negative outcomes of becoming pregnant.

__**Integration**__

 * Technology**: Students will have most likely their first introduction to web quests and a chance to see technology in a different way. They will use power point to present to the class their findings.


 * English**: Students will be able to create the power point, but they must use correct grammar and punctuation.

Living on your own-(this is a class at many schools)- Students will have a chance to use the key babies or flour babies to represent having a child at a young age.

__Groupings__
Students will need to be grouped three different times. One for teams, one for pairs, and one for couples while taking care of flour babies. (I want to simulate couples because most of the time during teen pregnancy one of the parents will take care of the child a night, They don't live together and are sometimes not together.) So they will choose whether they want to be a separated couple or still together. I will group students by their winter partners. I will put two groups of winter partners together for team, just one group for pair, and for solo we will let the students pick and then divide until we can't have one boy and girl in the same group. From there we will try to simulate as best as we can having a couple.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal-** We will be reading blogs and discussing them as a class.
 * Interpersonal-** Working in teams and pairs for the cooperative learning.
 * Intrapersonal-** Students will work alone to write their venn diagrams.
 * Bodily-** Students will be active in taking care of their flour baby.
 * Logical/Mathematical-** Students will have to be logical when taking care of the flour baby.
 * Musical-** Students will get the chance to listen to music when they are working on their venn diagrams.

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


 * Absent Students**- 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. For missing the blogs, I will upload them to the Wiki so you may have a chance to read and respond. You will be responsible for writing a formative assessment on what you have seen and read. You will need to fill out your venn diagrams 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.

Students will take the knowledge they have gained from their venn diagrams and from "Team, Pair, Solo" and create a power point presentation that is a based on the provided web quest on teenage pregnancy. This is all after students spend a couple nights with their flour or key babies. Doing it in this order will ensure students have full mastery of unintended pregnancy that may arise in their life and the consequences that may arise out of that. 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 if they get stuck on using the web quests services. Students are encouraged to add music and audio files to their product. This pushes their product into the Type II area.
 * Extensions**

__**Materials, Resources and Technology**__

 * Venn Diagram Graphic Organizer Handout
 * Laptops with internet for web quest
 * LCD projector screen and projector
 * Video camera to videotape class discussion and lecture
 * Markers/chalk for keeping track of ideas during the class discussion and lecture
 * power point tutorial
 * Ball students can throw around during class discussion
 * Flashcards for student information (for grouping)
 * Flour or key babies

__Source for Lesson Plan and Research__
[|Web quest] [|Finding help] [|Teen Pregnancy Statistics] [|Teen Sex Statistics] [|Teen Birth Rates]

__**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 teen pregnancy. Students are also given the chance to be creative by making a powerpoint 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 web quest that gives them a straight forward procedure of the work they must accomplish. **(Clipboard)** 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 teen pregnancies and what arise in their lives at an early age because of it. **(Microscope)** Class expectations during discussions will be laid out before starting to discuss, in order to try and make the classroom a comfortable learning area. The grouping for the TPS will be chosen by the class (pre-determined winter partners) to further give students the chance to feel comfortable around the classroom. **(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 (venn diagrams) on teen pregnancy 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 **role play** a situation in which they are pregnant or have a child already. This satisfies the MLR by giving them the background information on teen pregnancy so they can in the future make the 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-** We will be reading blogs and discussing them as a class.
 * Interpersonal-** Working in teams and pairs for the cooperative learning.
 * Intrapersonal-** Students will work alone to write their venn diagrams.
 * Bodily-** Students will be active in taking care of their flour baby.
 * Logical/Mathematical-** Students will have to be logical when taking care of the flour baby.
 * Musical-** Students will get the chance to listen to music when they are working on their venn diagrams.


 * Technology Used**
 * Webquest/powepoint-** Students will use power point through the webquest that brings up being pregnant and dropping out so they can help make better decisions in their life. By using the content knowledge from their Venn diagrams and the cooperative learning students will make their product based on the knowledge they have gained through others. This can focus on good, bad, or both outcomes from teen pregnancy.
 * Tape Recorder/Television**- Students will get the chance to watch or listen to a rerun of the lecture or hook in case they needed a better understanding of the topics or simply needed new 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(Venn Diagrams)), the students gaining knowledge (sharing their Venn Diagrams with partners and team during the TPS), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. The webquest 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 come into class for both days and have their desks spread out so the desks are all over the side walls. They will be grouped by choosing their partner because this could be a tough subject.

__**Day 1:**__ __**Day 2**__
 * Students will come in and read blogs and articles about folks who have been pregnant or
 * Each group will have the task of picking a trimester and researching it and presenting to the class their ideas. I will fill in the class on anything the groups miss that I feel is important. (40 Minutes)
 * Students will then get into partners and have the chance to create flour babies that they will take care of for the next couple nights. (**30 Minutes)**
 * Students will come into class and share their experiences with having to take care of a flour baby and take it everywhere. **(20 Minutes)**
 * I will introduce the class to the webquest that they will complete online and for home work. This is a different webquest than the one they will complete for my end of unit. **(60 minutes)**

Students will understand that there are many parts to pregnancy and they are important to know. This is important because you will be presented with a place in your life where you are pregnant or part of a pregnant situation. It helps knowing what to expect when expecting. 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. Students as a hook will be writing in journals or reading articles written on girls who became pregnant early in life.
 * Where, Why, What, Hook, Tailors:** Visual, Verbal, Linguistic.

Students will know aspects of pregnancy trimesters. Students will need to know about the important dates that occur during pregnancy. 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. I will check for understanding through flour babies and the webquest that they complete. Students will start to think about what it would be like to be pregnant or a father of a child.
 * Equip, Explore Rethink, Revise Tailors:** Intrapersonal, Kinesthetic

Students will be able to explore and experience their knowledge while being in groups. These groups are chosen by students because they need to know about how important it is to choose healthy partners in life when it comes to engaging in sexual relationships. (And that it is their own choice) They will explore each others experiences with the different areas of healthy relationships.By the teach the class method students will get information on the time line of pregnancy. After the lesson students will be able to role play a situation where they are pregnant or have a child. Students will be grouped once they come into class each day because they will need to be grouped based on their want to research an individual trimester. Students will show evidence of learning through their response to flour babies and webquest.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** Interpersonal, Intrapersonal

Students will present their final product in class so I may base their knowledge content as well as pass back their Venn diagrams. I will provide timely feedback to students through their discussions. This connects to the next lesson because we will now take the content mastery we have gained and be able to role play a situation where they are pregnant or having a child.
 * Evaluate, Tailors:** Intrapersonal, Interpersonal, Kinesthetic


 * Content Notes**

Your Pregnancy, Week by Week

 * First Trimester ||  || [|Fertilization] || | || [|Implantation] || | || [|4 weeks] || | || [|5 weeks] ||
 * [|6 weeks] || | || [|7 weeks] || | || [|8 weeks] || | || [|9 weeks] ||
 * [|10 weeks] || | || [|11 weeks] || | || [|12 weeks] || | || [|13 weeks] ||  ||
 * [[image:http://www.babycenter.com/assets/2.22.0_28609/images/trans.gif width="1" height="1"]] ||
 * Second Trimester ||  || [|14 weeks] || | || [|15 weeks] || | || [|16 weeks] || | || [|17 weeks] ||
 * [|18 weeks] || | || [|19 weeks] || | || [|20 weeks] || | || [|21 weeks] ||
 * [|22 weeks] || | || [|23 weeks] || | || [|24 weeks] || | || [|25 weeks] ||
 * [|26 weeks] || | || [|27 weeks] ||||||||  ||   ||
 * [[image:http://www.babycenter.com/assets/2.22.0_28609/images/trans.gif width="1" height="1"]] ||
 * Third Trimester ||  || [|28 weeks] || | || [|29 weeks] || | || [|30 weeks] || | || [|31 weeks] ||
 * [|32 weeks] || | || [|33 weeks] || | || [|34 weeks] || | || [|35 weeks] ||
 * [|36 weeks] || | || [|37 weeks] || | || [|38 weeks] || | || [|39 weeks] ||
 * [|40 weeks] || | || [|41 weeks] ||||||||  ||   ||

Venn Diagrams Flour Babies
 * Handouts**