L1+Stefanilo,+Daniel

** COLLEGE **** OF **** EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** Date of Lesson:** Lesson One Choices Introduction (Self-Knowledge) Topic:** Healthy Choices
 * UNIVERSITY **** OF **** MAINE **** AT **** FARMINGTON **
 * Teacher’s Name: ** **Mr. Dan Stefanilo
 * Grade Level:** **9


 * __ Objectives __**
 * Student will understand that ** they have choices and control over their healthy practices and behaviors.
 * Student will know** choices that will arise in their life and outcomes that come from choices made on pregnancy, drug use, and unhealthy eating.
 * Student will be able to** (self-knowledge) realize their right to choose and make healthy choices.

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.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale:** Students will use the content areas of healthy eating, physical activity, drug use, and sexual content to realize there are choices leading to positive and negatives outcomes for each content area.

The class will have a discussion on the different choices that will arise to them in the next days, weeks, months, years. Then they will have to react to them. What outcomes will arise from these decisions? This will give me insight as to what they know and what they have learned. Their__[| Ladder]__will give them a way to give outcomes of the choices. [|Circling the Sage] will be an open for class discussion. At the beginning of the lesson they will be given a blank piece of papers to write down current knowledge. (this will help with making lecture) They will do this at the end of the lesson for ending knowledge as well.
 * __ Assessment __**
 * Formative (Assessment for Learning) **

A rubric will be used to grade this product.
 * Summative (Assessment of Learning) **
 * Garage Band**- Students will use garage band to make a song or an audio file that brings up all the choices they may need to make in their lives. By using the content knowledge from their ladder and the cooperative learning students will make their product based on the outcomes of the choice they make as well. This can focus on good, bad, or both outcomes from the choices they choose.


 * __ Integration __**
 * Technology**: Using garage band make a song, or other audio recording about all the healthy and unhealthy choices you can make in life at your age.


 * English**: Students will **write** and **read** from their ladders, and they will be **verbal** during the class discussion.


 * Music:** My students will create a garage band **song or audio** for their product.

The groupings we will use is "[|Circle the Sage]". 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. If there are twelve sages we can remain in birthday months (for example). Groups will rotate on a timer. We will start out by circling the sage for 3 minutes at a time before rotating. We will add or subtract time depending upon knowledge of the sages.
 * __ Groupings __**


 * __ Differentiated Instruction __**
 * Strategies **


 * Verbal-** Students will be able to read each others ladders, discuss knowledge during circle the sage, and respond or ask questions to the guest speaker.
 * Logical/Mathematical-** Students will use logic to find out what responses comes from making different decisions.
 * Visual**- Students will watch the guest speaker present information. The speakers presentation will be taped for viewing in the future or recap.
 * Bodily/Kinesthetic-** Students can throw ball (only person with ball speaks) around to share their ideas during the choices class discussion.
 * Interpersonal-** Students will get to work in groups to share their ladders with each other. Students will also be in groups of at least two when they circle the sage.
 * Intrapersonal-** Before students share their work they will brainstorm choices and consequences that can arise from their choices, alone.

( **//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 guest speaker, I will upload the video of the guest speaker to the Wiki. You will be responsible for writing a formative assessment on what you have seen. You will need to fill out your ladder 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 ladders and from "circle the sage" and create a garage band product that is a song or other audio file that produces the different healthy choices you can make at your age. 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 [|garage band] tutorial if they get stuck on using the products services. Students are encouraged to add music and audio files to their product. This pushes their product into the Type II area.
 * Extensions**

· Guest Speaker (Pregnant while in High School) · Ladder Graphic Organizer Handout · Laptops with internet and Garage Band · LCD projector screen and projector · Video camera to videotape guest speaker · Markers/chalk for keeping track of ideas during the class discussion · Garage Band tutorial · Ball students can throw around during class discussion · Garage Band tutorials (video and written) · Flashcards for student information
 * __ Materials, Resources and Technology __**

1. Campaign for healthy [|sexual choices] This resource goes over outcomes of unhealthy sexual choices. It also gives content on sex choices, and tips for avoiding sexual choices while in relationships. 2. This source gives rich information about [|healthy eating], having a [|healthy sexual life,] and having a [|healthy body] and a [|healthy mind] (exercise, and drug use) Make sure you check out the sub links to all the links above on the left side of the website. 3. This source gives [|healthy nutrition] alternatives to bad eating. 4. This source is just a friendly reminder of the [|steps] to healthier you. 5. The choice to [|drink alcohol] while underage, and some potential outcomes. <span style="color: black; font-family: Arial; font-size: 12pt; mso-fareast-font-family: Arial; mso-fareast-language: ZH-CN; msofareastfontfamily: Arial; msofareastlanguage: ZH-CN; msolist: Ignore;">6. The choice to [|smoke cigarettes] and potential outcomes <span style="color: black; font-family: Arial; font-size: 12pt; mso-fareast-font-family: Arial; mso-fareast-language: ZH-CN; msofareastfontfamily: Arial; msofareastlanguage: ZH-CN; msolist: Ignore;">7. The choice to [|other drug use] and potential outcomes Summing it all up : [|Great link] with information about all the above
 * __ Source for Lesson Plan and Research __**

Garage Band [|Video] Tutorial

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 garage band 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 garage band 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 choices that will arise in their lives at an early age. **(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 sages will be chosen by the class to further give students the chance to feel comfortable around the classroom. **(Puppy)**
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //****

Rationale:** 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 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.
 * //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-** Students will be able to read each others ladders, discuss knowledge during circle the sage, and respond or ask questions to the guest speaker.
 * Logical/Mathematical-** Students will use logic to find out what responses comes from making different decisions.
 * Visual**- Students will watch the guest speaker present information. The speakers presentation will be taped for viewing in the future or recap.
 * Bodily/Kinesthetic-** Students can throw ball (only person with ball speaks) around to share their ideas during the choices class discussion.
 * Interpersonal-** Students will get to work in groups to share their ladders with each other. Students will also be in groups of at least two when they circle the sage.
 * Intrapersonal-** Before students share their work they will brainstorm choices and consequences that can arise from their choices, alone.


 * Technology Used**
 * Garage Band-** Students will use garage band to make a song or an audio file that brings up all the choices they may need to make in their lives. By using the content knowledge from their ladder and the cooperative learning students will make their product based on the outcomes of the choice they make as well. This can focus on good, bad, or both outcomes from the choices they choose.
 * Tape Recorder/Television**- Students will get the chance to watch or listen to a rerun of the guest speaker 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), the students gaining knowledge (sharing their ladders with partners 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 garage band 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.//

Students will enter the classroom on the first day of the lesson with the desks in paired lecture form. This means the desks are in normal lecture rows and columns except every two desks are pushed together. This is for quick rundowns on information with a partner. <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Students will come into class and take a pre-assessment (formal) on their knowledge of the outcomes of choices on nutrition, sex, smoking, drugs, and alcohol. There will not be questions. They will be given a blank page and asked to write down all the knowledge they have. Students who finish early will fill out a flash card with their birthday, favorite number, color, food, drink, middle initial, etc. (for grouping purposes) **(20 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· 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)** Day 2: <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Start class off by discussing the previous days 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: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Give a lecture/open **discussion** on choices. What choices may arise, what outcomes may come out of the choices, short and long term effects of choices. **(45 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Introduce students to and allow them to start filling out their ladders. **(25 Minutes)** Day 3: <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Start class off by grouping students by birthdays and allowing them to share their ladders with a partner or two. **(10 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Group students by favorite color and give them a topic to discuss (alcohol, drugs, smoking, nutrition, sex) From there groups will pick their sage for the specific topic **(20 Mintues)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· 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. **(25 Minutes/5 per sage)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Introduce Garage Band software and rubric for summative assessment on projector. **(25 Minutes)** Day 4: <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Start class off by refreshing their memories of whats expected on product and answer any questions they may have on content material. **(10 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Show class a product sample (previous classes or my own) **(10 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Introduce students to rich material sources for their projects **(10 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Allow them the rest of class to work on projects due next class **(50 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Students are to bring in a new version of the pre-assessment (Post-Assessments) to the next class Day 5: <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Pass in Post-Assessments **(2 Minutes)** <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Class Presentations **(78 Minutes)** 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 pros and cons of what you decide to do. You will most likely be presented with a chance to drink before you become age for example, and this lesson will show you why you will want to say no to participating in drinking. **//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 who was pregnant or 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 questions.
 * __ Teaching and Learning Sequence __**
 * Day 1**:
 * 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 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 circling the sage from their colleagues. I will check for understanding through their ladders and pre assessment free-writes. 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 circling the sage they will get to explore many different ideas about choices. After the lesson students will be able to realize their right to choose and make healthy choices. Students will be grouped 3 different times during circle the sage and the roles of each initial group are the content areas (smoking, nutrition, sex, alcohol, and drugs). After each group is assigned a content, the group will choose a sage on that topic. Students will show evidence of learning through their ladders. They will show they understand content and outcomes of choices.Students can rethink, revise, refine their ladders after class discussion, before circle the sage, during circle the sage, and after circle the sage.
 * Explore,Experience,Rethink,Revise,Refine,Tailors: Verbal, Logical, Interpersonal, Intrapersonal**

Students will hand in their post-assessments (formal) to show the knowledge they have gained and act as a self-assessor for their mastery of content. I will provide timely feedback to students through notes on their ladders 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, Intrapersonal**

[|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.
 * <span style="color: black; font-family: Arial; font-size: 6.5pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: ZH-CN;">Content Notes **
 * __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.

Garage Band [|Video] Tutorial <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Blank Sheet of paper for pre and post assessments <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Ladder Graphic Organizers <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Written Handout tutorials for garage band <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Note cards <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-fareast-language: ZH-CN; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msofareastlanguage: ZH-CN; msolist: Ignore;">· Rubrics for Garage Band
 * __ Handouts __**