chiaki yoshida natalie ford. grading criteria 543210points possible points earned 1 fact written on...
TRANSCRIPT
Promoting a Drug Free Lifestyle:“The Chain of Life”
Chiaki Yoshida Natalie Ford
INTASC Standard, Description & Rationale
Standard #7: Planning for InstructionThe teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of context areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Name of Artifact: Health Education Lesson Plan
Date: November 12, 2013
Course: EDUC 240
Brief Description: For this assignment, we developed a health education lesson plan that documents the steps we will utilize as an educator when teaching a health topic that promotes a drug free lifestyle to our students. In this lesson plan, we have included state standards, objectives, materials needed and method of instruction. Within the method of instruction, we detail how the lesson will be introduced, demonstrated, practiced and assessed.
Rationale: To document our understanding of Standard #7, Planning for Instruction, we have selected to include our Health Education Lesson Plan because this assignment demonstrates our ability to plan a lesson plan for our students that promotes a healthy drug free life style. This lesson plan also requires me to address different student’s abilities, while keeping the class on track. My knowledge of the curriculum and content areas are demonstrated in this lesson planning, as well.
Target Grade Level: 5th and 6th Grade
Duration of Activity: 30-40 minutes
Location: In a classroom with projector
National Health Education Standard
Standard #2: Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behaviors.
Indiana Health and Wellness Education Academic Standard
Standard #2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.•5.2.3: Identify how peers can influence healthy and unhealthy behaviors.
Student Objectives• Students will be able to
identify positive influences that promote healthy behaviors and a drug free lifestyle.• Students will be able to
distinguish the negative effects using drugs has on their lives.
• Students will be able to define drugs and distinguish the difference between drug use and drug abuse• Students will be able to
identify the effects of drugs on the body and the consequences of drug abuse.
Materials Needed:• Pre-cut construction paper strips• Pre-made chain with positive influences•Glue sticks•Markers•Drug facts PowerPoint
Preparation:1. Make pre-made chain for lesson activity.
a) Cut construction paper into about 5 or 6 strips of equal size (more specifically 1 x 8 1/2in.).
b) On each strip, write with a marker positive influences in your life that prevent you from participating in unhealthy behaviors (drugs).
c) Glue each strip individually/interlocking to create a chain.
2. Cut construction paper into multiple strips, of equal size (1 x 8 1/2in.), ideally one strip per student.
3. Create Drug Free PowerPoint with drug research and facts.
Introductory Activity
Slide 1
Ask students to define what they think a drug is. Discuss legal definition of drugs, and the difference between drug use and abuse
Slide 2
Ask students how they think drugs will harm your body. Discuss the effects of drugs on the body.
• Present “Drug Free PowerPoint” to class.• Ask open-ended/non-directed questions throughout
the PowerPoint to keep students engaged.
Slide 3
Ask students to list consequences of illegal drug use. Discuss the consequences of drug abuse.
Ask students what kind of impact they believe illegal drug use has on society. Discuss the impact of drugs on society.
Slide 4
Lesson Activity• After presenting the “Drug Free PowerPoint” to students, show
students your pre-made “Chain of Life.”• Explain to students how each individual chain represents a positive
influence present in your life that prevents you from participating in unhealthy behaviors.
• Ask for two volunteers to come up and “gently” test the strength of the chain (before the use of illegal drugs) by pulling on their separate end of the chain while still intact.
• Begin to discuss to class that every time you do drugs you are breaking down and ruining all of those positive influences and relationships.• Demonstrate this by placing small tears in each separate chain link each time
you “do/take a drug” • Each time you make a tear in a chain link, have your two volunteers
pull the chain apart. • By the end of the activity the chain will end up breaking, and what was
once a strong stable chain is now destroyed due to the use of drugs.
Assessment Activity
1. Hand out individual strips to students. 2. Instruct students to write one positive
influence that prevents them from participating in unhealthy behaviors on front, then, turn strip to back and instruct students to write one fact they learned from the lesson.
3. Glue classroom chain, link by link, together and hang in classroom as a daily reminder to participate in healthy behaviors.
Assessment RubricGrading Criteria
5 4 3 2 1 0 Points Possible
Points Earned
1 Fact Written on
Back
Fact is correct &
was part of lesson
Fact is partially
correct & part of lesson
Fact written, but not part of lesson
Incorrect fact Incorrect fact & not part of
lesson
No fact written 5
1 Positive Influence Written on
Front
Positive influence on target, creative & relevant
Positive influence
weak, similar to other
students’
Positive influence
very weak, shows little creativity
Attempts to write,
inconsistent with topic & not
relevant
Little attempt, uncreative, off
task
No attempt 5
Participation Plays an active role
in discussions
Participates constructively
in discussions
When prepared,
participates constructively
in discussions
Student rarely contributes to
class by offering ideas and
asking questions
Comments vague if given;
frequently demonstrates
lack of interest
No interest, No participation
10
Total: 20
Accommodations• Visually/Hearing Impaired
• Sit up front to see and hear better.
• Have extra sample chain on hand for visually impaired student to see up close or feel.
• Physically Impaired/Cannot Write• Verbally discuss with student
their positive influence.• Teacher can make chain for
student
Safety Concerns
• Non-toxic, washable glue sticks (just incase a student decides to ingest… you never know! )• Have a first aid kit on
hand for any potential paper cuts.
References• Kovar, S. K., Combs, C. A., Campbell, K., Napper-Owen, G., & Worrell, V. J. (2012).
Elementary classroom teachers as movement educators (fourth ed.). New York, NY: McGraw Hill Companies.
• National Institute on Drug Abuse. (2013, October 24). Teachers guide: effects of drugs of abuse on the brain. Retrieved from http://teens. drugabuse.gov/educators/curricula-
and- lesson-plans/mind-over-matter/mom-teachers-guide/effects-drugs-abuse-brain• Office of the Indiana Attorney General. (n.d.). Hear their stories. Retrieved from
http://www.in.gov/bitterpill/• Tassava, S. (2011, February 28). How to stay healthy & away from drugs. Retrieved from
http://www.livestrong.com/article/393703-how-to-stay-healthy-away- from-drugs/• The Nemours Foundation. (2013). Grades 3 top 5:health problems series. Retrieved from
http://classroom.kidshealth.org/index.jsp?Grade=35&Section=problems• University of Maryland Medical Center. (2013, March 31). Drug abuse: definition. Retrieved
from http://umm.edu/health/medical/ency/articles/drug-abuse