TJS3

=Lesson 1 Facet (Application): of research ATOD= Standard D2- Students analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.**H**ook- Watch a short film on Alcohol and the effects it has on individuals and their families in todays society. 3.**E**quip- Students will know how to use laptops. **E**xplore- Information gathering material to help guide them through the research, **E**xperience- resources for valid research guidelines, and the outline for the research paper. 4.**R**ethink-Students will share two unknown facts about their assigned drug to the class and formulate 2 test questions that will be added to the unit exam. Students will also create a concept map or the following (Affects on health, Drug comparison, and proper decision making) 5.**E**valuation- Students will research the specific drug and complete the information gathering worksheet. Students will formulate 2 test questions and share them with the class. Students will create a concept map that discusses the following (Affects on health, Drug comparison, and proper decision making). 6.**T**ailor- Visual- Students will watch the alcohol video. Verbal- Students will have the worksheets and examples of proper resources for their research paper. Social- students will work in pairs while researching information. Physical- students will physically walk around the room in order to gather information from other groups. Logical- students will follow the research guide and use specific websites to gather information. Solitary- students will have the opportunity to work individually to write their research paper that answers the questions about specific drug. 7.**O**rganize- Total time (50-60 minutes) Write on the white board the objectives of the day Watch the video (Alcohol abuse: binge drinking) Short discussion after Introduce and go over the directions of the information gather (research paper) Formulate small groups to start the research (work in small groups to research their specific drug) Have students formulate 2 test questions and share with the class. (class takes quick notes) Questions will be used in the unit test. Have students create a concept map that discusses the following (Affects on health, Drug comparison, and proper decision making) and turn it in next class. Have students assign possible research topics for their group to have completed next class. Homework- answer the questions to the research and share with group your findings next class. || =Lesson 2 Facet (Explanation): of research of Specific ATOD=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**W**here What affects does ATOD have on the human body and what areas of total health may they also affect?
 * W**hy-During this lesson students will be assigned a specific drug that they will learn how to properly identify valid resources in order to analyze affects on the human body, society, and create a decision making plan to not use or abuse their specific drug. They will also start putting the information in the form of a research paper with the following sections: (Introduction, Affects on Health, Drug Comparison, Decision-making, and Conclusion.
 * W**hat- Health and Physical education (MLR)

Write objectives on the board Hook- Short discussion of the Hook Think, pair, Shair (Discussion will follow) Time in small groups to finish the information sharing and information gathering portion to the research. Turn in the research information for grading (completion and correctness) Discussion of the Fact and Opinion chart followed by the discussion (5 min.) Creation of the flow chart that connects Specific ATOD together. Homework- finish the research paper and prepare to create a skit for the PSA creation of this unit.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** **Where** (Students understand the effects that ATOD has on the body, the culture, and our social environment through the specific research criteria), **Why** Students will research and analyze the effects ATOD has on them and their surrounding to prepare them for the culmination event of the unit, which is the creation of a PSA that discourages the use of ATOD **What** Health and Physical Education (Maine Learning Results) grades 9-12
 * C. HEALTH PROMOTION AND RISK REDUCTION**: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (Performance Indicator C1) MLR: Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in the following areas: Tobacco, alcohol, and other drugs (ATOD).
 * 2. (H)** **Hook-** The teacher will introduce some of the effects that methamphedamines has on individuals (faces of Meth) website. This is more of a shock factor style of teaching.
 * 3. (E)** **Equip** (Content - Students will know how to use the information gathered from the research and incorporate it into a research paper using specific headings to guide them through the process., **Explore** Students will use a fact and opinion chart to have conversation about their specific research information that they have gathered., **Experience** students will use the think pair share model in order to give background knowledge about ATOD.
 * 4. (R)** **Rethink-** Students rethink the overall common effects ATOD has on the body, culture, and social environment and use them to create a flow chart that connects them to a common outcome and cause.**,**
 * 5. (E)** **Evaluate** Students will turn in their research information with valid resource reference list for completion and correctness. They will be returned to the students before the end of the class so they can finish their research paper for the following class
 * 6. (T) Tailor** (use the seven [|Learning Styles]) The lesson will start with the (visual, aural) aid that shows the graphic side of Methamphedamines and the effects it has on the body. Students will also be asked to share (Social, verbal, and Physical) and analyze the effects that ATOD has and categorize (logical) them to describe the connection that they have with societal consequences and cultural connections. Students will also have the opportunity to work individually (Solitary) to create their research paper.
 * 7. (O)** **Organize** (Students will be able to analyze the effects that ATOD has on the individual, culture, and social environment., Product (Visual aid for the hook and the use of noteshare to create notes during the think, pair, share portion to the sharing of the effects on health.), and Timeframe 50-60 minutes total)

|| =Lesson 3 Facet (Interpretation): of the research and creation of the PSA=

Objective written on the whiteboard Hook- Followed by a discussion of the importance of PSA's and Target audiences Students will work in small groups to determine target audience Think pair share activity Creation of the PSA story board Students will turn in for a grade the storyboard rough draft, cue cards, and the target audience information (completion) Students will have homework (continue to work on the research paper and storyboard and prepare to record the PSA next class)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * // **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?)
 * 1. (W)** **Where** (Students understand the connection the media has on health decisions in a culture, society, and the individual target group, **Why** The information gather during the research portion of the last two lessons have prepared the students to create a public service announcement (PSA) to discourage the use of ATOD with a target group., **What**- Health and Physical Education (Maine Learning Results) grades 9-12
 * D. INFLUENCES ON HEALTH**: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
 * 2. (H)** **Hook -** The teacher will provide examples of media PSA's that target three specific target groups and the students will have to determine the target group and think pair share with the class the explanation of target groups.
 * 3. (E)** **Equip** (Content - Students will know that a PSA is used to inform a specific target group of something that will help them through their life., **Explore** Students will use techniques to determine target audience for their specific PSA in order to make the largest impact. ([|Graphic Organizer]), **Experience** Students will use a (walk-about activity to focus their skit and gather ideas from other members in the class. (using the noteshare software students will have conversations to help determine the focus of their PSA and Target Audience. ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink-** Using lesson 2 research information, fact and opinion chart, flow chart, and the target audience information students will create a Skit with a short story, short message, and an introduction and closing**. Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** Students will hand in a copy of the PSA Storyboard, cue cards, and the Target audience information for grade and completion.
 * 6. (T) Tailor** (use the seven [|Learning Styles]) The Hook provides the (visual,and Aural) portion of the lesson. Students will work in small groups to create the target audience of their PSA which provides the (verbal, social, and physical). Students will also need to work on the individual target audience identification worksheets that provide the (solitary and Logical) portion of the lesson.
 * 7. (O)** **Organize** (Students will be able to individually analyze the importance of a target audience and the importance of public service announcements. Students will also be able to use the information they have gathered to discourage other people(target Audience) from using ATOD, Product (Students will need to use the noteshare software that encourages conversation. Students will also need to use laptops to create a portion of their storyboard., and Timeframe (50-60 minutes total with homwork)

|| =Lesson 4 Facet (Perspective): (target audience) of the PSA to discourage ATOD use and abuse=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **1. (W)** **Where** (Students understand the importance of using real life situations to discourage the use of ATOD and also use the target audience selection from last class to make the greatest impact., **Why** students will create a storyboard for the public service announcement that will impact a specific target group to discourage the use and abuse of ATOD., **What** Health and Physical Education (Maine Learning Results) grades 9-12
 * D. INFLUENCES ON HEALTH**: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health. .(with D2-b) How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?
 * 2. (H)** **Hook** Students will search for 2 traditional PSA's that discourage the use of ATOD using teachertube.com


 * 3. (E)** **Equip** (Content - Students will know how to use the imovie software and practice by creating and editing a portion of their introduction in class), **Explore** students will use a storyboard worksheet to make their storyboard with a target audience and a short story. **Experience** Students will role play the portion of the PSA that explains the target audience.
 * 4. (R)** **Rethink** Reteaching activity about target audience, role-play activity, share examples of well known PSA discouraging drug use, and skit creation.**, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** Answer the essential question about the importance of target audiences and how they can be impacted by healthy choices.
 * 6. (T) Tailor** (use the seven [|Learning Styles]) The (visual, social, logical, and aural) learning styles will be directly impacted in the searching of well known PSA that discourages drug use as the students present their findings to the class as well as identifying the target audiences for the PSA's. Students will also have the opportunity to move around the room while they role-play the portion of the skit that they have created, which impacts the (verbal, physical, and solitary) learning styles.

Timeline Objectives are on the white board Hook (Search for well know PSA that discourage ATOD use and present them to the class with explaination of the target audience) 20 min. rethinking activity (10 min.) Creation of the story board (20 min.) Role-play the portion of the storyboard (15 min.) Editing example of imovie (15 min) Start editing the PSA and answer the essential question about the importance of target audiences and how they can be impacted by healthy choices. (15 min.) total 90 min. Evaluation for homework || =Lesson 5 Facet (Empathy): (Role-play and decision making tactics for refusal skills)=
 * 7. (O)** **Organize** (Students will be able to create storyboards for the PSA that targets a specific audience to discourage ATOD use and abuse., Product Students will also use imovie to become familiar with technology before they start editing their PSA creation.

(with D2-a) Does your actions have an affect on your social environment?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **1. (W)** **Where** (Students understand the importance of decision making tactics and refusal skills and incorporate them into their PSA and role-play them and record them for editing on the imovie), **Why** This will impact their understanding of how to stay away from ATOD and impact their target audience for understanding of the social impact ATOD has., **What** (MLR) Health and Physical Education (Maine Learning Results) grades 9-12
 * D. INFLUENCES ON HEALTH**: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
 * (b) Students will understand the impact ATOD may have on different societies around the world and how to prevent individual drug use.
 * 2. (H)** **Hook**- Students will watch some examples of how ATOD impacts our society and provide the affects in our own society.
 * 3. (E)** **Equip** (Content - Students will know how to use video cameras and use techniques that will impact how clear an image can be by useing them to record their storyboards), **Explore** Students will provide evidence of the social, physical, mental, emotional impacts that ATOD has and place them in a concept map that organizes their thoughts, **Experience** Students will record their PSA that impacts a specific target audience.
 * 4. (R)** **Rethink** Students will analyze decision-making and refusal skills that will impact their target audience and be able to explain how this has impacted their decisions to not use ATOD**., Revise** Students will also practice, record, edit their PSA and share with class members.**,**
 * 5. (E)** **Evaluate** Students will self-evaluate their PSA storyboard and write a short summary of how it has impacted their decision to not use drugs.


 * 6. (T) Tailor** (use the seven [|Learning Styles]) The (visual, verbal, physical, social, logical, and solitary) learning styles will be impacted during the role-play, creation, and editing portion of the activity. Students will be impacted through the aural learning style by the evaluation portion of the lesson.

objective on the white board Hook (5 min.) Social impact that ATOD has (15 min.) Rethinking activity (15 min.) Creation of the storyboard, Role-play, recording, and editing portion (30 min.) Evaluation (20 min.) Total 80-90 min.
 * 7. (O)** **Organize** (Students will be able to create, record, and edit their PSA that targets a specific audience to not use ATOD and describe the social, mental, physical, and emotional connection ATOD has., Product Storyboard, imovie, and presentation.,

|| =Lesson 6 Facet (Self-knowledge): (creation of PSA and presentation of the knowledge)=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **1. (W)** **Where** (Students understand that Statistics, Background information, target audience, social effects, emotional effects, mental effects, physical effects, and decision making skills are important to know about ATOD., **Why** -Students will use information to create, present, and attach to school website a PSA that discourages ATOD use and abuse for a specific target audience., **What** (MLR) Health and Physical Education (Maine Learning Results) grades 9-12
 * C. HEALTH PROMOTION AND RISK REDUCTION**: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.(Performance Indicator C1) MLR: Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in the following areas: Tobacco, alcohol, and other drugs (ATOD).(with C1) What is an appropriate avenue of approach for our society to use in order to educate individuals on ATOD use and abuse?(with C1) How does health education prepare individuals for decision-making skills in order to prevent ATOD use and abuse?


 * 2. (H)** **Hook** Physical drug examples (Placebo examples) to show the class with societal consequences of the drug as well as the individual impacts of the drugs
 * 3. (E)** **Equip** (Content - Students will use a small group activity to explore the different decision making and refusal skills techniques to discourage the use of ATOD. **Explore** Students will also use graphic organizers to explore the connection drug abuse has on our society and use the PSA to encourage appropriate, healthy behaviors. **Experience** (Students will also watch a short clip that depicts drug addiction (Trapped in a Purple Haze).
 * 4. (R)** **Rethink** Students will present their PSA to the class. Students will include in their presentation the following (Explanation of their target audience, Background information, ATOD affects on Society, own community, Family, Individual (Short-term-long-term) and answer the following questions, 1. What is an appropriate avenue of approach for our society to use in order to educate individuals on ATOD use and abuse? 2.How does health education prepare individuals for decision-making skills in order to prevent ATOD use and abuse? **,**
 * 5. (E)** **Evaluate** Students will hand in all information about the project with the appropriate rubrics (1. Research Information 2. Research paper with reference list, Research paper rubric, Video PSA Rubric, Actual PSA attached to the class web page, Presentation Rubric, and Final grade rubric)
 * 6. (T) Tailor** (use the seven [|Learning Styles]) The Hook fulfills the visual, physical, verbal and Aural learning styles. While the Presentation and creation of the project fulfills the Logical, and Social learning styles. The Small group work, essential question short answers will fulfill the Social, and Solitary learning styles.

Objectives on the white board Hook (10 min.) Exploration of Decision making and refusal skills (Activity) (20 min.) Answering of the essential questions (10 min.) Editing completion (20 min.) Presentation of PSA (turn in the appropriate materials; rubrics, research information, research paper, and attach the PSA to class web page) (30 min.) Total 90 min. ||
 * 7. (O)** **Organize** (Students will be able to finish creating, recording, edit, and present their PSA project to the class while learning about specific affects ATOD has on society, community, individuals, and decision making skills., Product- Final presentation of PSA using the appropriate rubrics and technology. Timeframe (total minutes? over how many days?)

2004 ASCD and Grant Wiggins and Jay McTighe