Fred+Aspan-Martin's+Page

=**Welcome to my Wiki Page where I will share my Health Unit Plan.**= =[|Health Textbook - Glencoe Health 2005]=

**Daily Lesson GAME Plan #1**

 * Lesson Title:** Costs of Using Tobacco Products, Alcohol, and Drugs
 * Related Lessons**: The Facts of Tobacco Use, The Facts of Alcohol Use, and The Facts of Drug Use/Abuse


 * Grade Level:** High School (Grades Nine Through Twelve) Unit: Alcohol, Tobacco, and Other Drugs

Alcohol, Tobacco, and Other Drugs
 * GOALS**
 * Content Standards:**

. 4. Critical Thinking, Problem Solving, and Decision Making
 * Standard 8:** Health Promotion
 * 8.1.A** Participate in activities in the school and community that help other individuals make positive choices regarding the use of alcohol, tobacco, and other drugs.
 * 8.2.A** Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youths.
 * ISTE NETS-S**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

d. Use multiple processes and diverse perspectives to explore alternative solutions

Instructional Objectives: Based on our current Healthy Kids Survey, students will address the increased use of tobacco products, alcohol, and drugs among students at our school. Students will determine whether or not our current Healthy Kids Survey is an accurate depiction of our current student body. They will determine ways to use technology to help them conduct further research, develop and explore alternative solutions, and present their findings to their peers.


 * ACTION**


 * Before-Class Preparation:** Make Healthy Kids Survey copies available to my students (See if we can get the same information online rather than use a lot of paper). Contact my administrator about any legal issues I might have with these activities since we are at a continuation high school and many of our students are in special programs for drugs use and gang-related activities. Create a technology inventory list suitable to meet the needs of all of my Health students during this Unit Plan. Student waiver forms if needed.


 * During Class:** Provide students with the Healthy Kids Survey and hold a class discussion about the results of the survey. Probe to determine what each student’s interests are in the survey, their concerns about the results, and their ideas for conducting further research into the problems plaguing our campus. Students will work together to determine what they can personally do to help create positive change at our school in regards to the use and abuse of tobacco products, alcohol, and drugs.

3 hours
 * Time:**

Teacher led discussion session cover current Healthy Kids Survey and comparing it to the previous survey. Discussion will continue to determine whether or not the current Healthy Kids Survey appears accurate or if further research might reveal a different result. Determine what survey questions and method could be used to attain a more precise look at our current student body. What questions should be asked? Who should ask them? How should data be collected? How do we use this data to help us create positive change? Students will be given time to work together to gather information and make informed decisions on what they can do about the problem we have at our school. Students will use our iPads to assist them in getting students to answer their surveys during lunch.
 * Instructional Activities**

Current Healthy Kids Survey and previous year’s copy. Word, Excel, PowerPoint, iPads, Survey Monkey, and other Internet Resources as needed.
 * Materials and Resources**

Note student groupings, environmental modifications needed, etc: Student grouping will be determined during our class discussion and will be based on student feedback to various questions. Currently I have four “known” cigarette smokers in my Health class. I might consider separating these students into different groups or grouping them all together depending on where our discussion is headed.


 * MONITOR**

Students will be assessed on their participation in the class discussion, their involvement in group activities, the group product, and their potential/ability to influence positive social change on our campus.
 * Ongoing Assessment(s):**

Students will need to determine ways in which they can measure success. I will provide the resources and time needed to have a follow up survey.
 * Accommodations and Extensions:**

If students have trouble using Survey Monkey, they can also create their own surveys and print them out in class. Each group will be assigned an iPad to use during lunch. However, if they have an issue with connecting to the Internet, they can also bring participating students to my computer lab or of media center lab to fill out their surveys.
 * Back-Up Plan:**

I will evaluate this lesson on what each group decides to do to make change occur. It is difficult to determine one way to evaluate all ideas they might have. Each group will need to evaluated based on what they determine is the best action to take in creating positive change at our school. All groups will create a PowerPoint Presentation at the end to share their findings and their plan for positive change. I have created a public rubric at Rubistar and the following is the rubric ID #: 2175989. The focus of this rubric is on content, vocabulary, preparedness, working collaboratively and not on presentation skills such as eye contact, body language, and voice projection.
 * EVALUATE AND EXTEND**

What will happen with the students who are cigarette smokers, users of alcohol, or users/abusers of drugs? How will these students participate in these activities? Will they try to undermine their group’s efforts due to their conflicting believes? Is there the potential for this lesson to have the opposite impact or a negative outcome?
 * LESSON REFLECTIONS AND NOTES:**

I have never taught Health at a continuation high school and I am concerned about the influence of the students involved with gangs. This lesson could be in direct conflict to their business of selling drugs to our student population. I will also need to contact our SRO and let him know this class project before beginning after Spring Break.

Daily Lesson GAME Plan #2

 * Lesson Title:** Costs of Using Tobacco Products, Alcohol, and Drugs Open Forum Using SpiderScribe
 * Related Lessons:** The Facts of Tobacco Use, The Facts of Alcohol Use, and The Facts of Drug Use/Abuse
 * Grade Level:** High School (Grades Nine Through Twelve) Unit: Alcohol, Tobacco, and Other Drugs

Alcohol, Tobacco, and Other Drugs
 * GOALS**
 * Content Standards:**

1.1.A Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs. 1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior. 1.3.A Explain the connection between alcohol and tobacco use and the risk of oral cancer. 1.4.A Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs. 1.5.A Describe the use and abuse of prescription and nonprescription medicines and illegal substances. 1.6.A Analyze the consequences for the mother and child of using alcohol, tobacco, and other drugs during pregnancy—including fetal alcohol spectrum disorders and other birth defects. 1.7.A Analyze the consequences of binge drinking and its relationship to cancer; to liver, pancreatic, and cardiovascular diseases; and to a variety of gastrointestinal problems, neurological disorders, and reproductive system disorders. 1.8.A Interpret school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sale. 1.9.A Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence, and risky sexual behavior. 1.10.A Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.
 * Standard 1: Essential Concepts**

2.1.A Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use. 2.2.A Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs. 2.3.A Describe financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs.
 * Standard 2: Analyzing Influences**

3.1.A Access information, products, and services related to the use of alcohol, tobacco, and other drugs. 3.2.A Evaluate prevention, intervention, and treatment resources and programs concerning alcohol, tobacco, and other drugs.
 * Standard 3: Accessing Valid Information**

4.1.A Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. 4.2.A Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky behaviors with someone who has been using alcohol or other drugs.
 * Standard 4: Interpersonal Communication**

5.1.A Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society. 5.2.A Explain healthy alternatives to alcohol, tobacco, and other drug use.
 * Standard 5: Decision Making**

6.1.A Predict how a drug-free lifestyle will support the achievement of short- and long-term goals.
 * Standard 6: Goal Setting**

7.1.A Use effective coping strategies when faced with various social situations involving the use of alcohol, tobacco, and other drugs.
 * Standard 7: Practicing Health-Enhancing Behaviors**

8.1.A Participate in activities in the school and community that help other individuals make positive choices regarding the use of alcohol, tobacco, and other drugs. 8.2.A Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youths. .
 * Standard 8: Health Promotion**
 * ISTE NETS-S**

**2. Communication and Collaboration**
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. Contribute to project teams to produce original works or solve problems


 * Instructional Objectives:** Based on our current Healthy Kids Survey and the eight health standards for this unit, students will collaborate with each other and with local experts (our guest speakers) using SpiderScribe concept maps to address each standard above while focusing primarily on the costs involved in using/abusing tobacco products, alcohol, and other drugs.

Contact former guest speakers to participate in creating our SpiderScribe concept maps for each standard addressed above. Prepare for activity by making sure that each student has a SpiderScribe account. Students will have been provided with a digital copy of our current Healthy Kids Survey from their problem-based lesson. However, for this lesson I plan on also involving the families too which is a requirement or directive we have from our district and is supportive for WASC accreditation. A copy of the content standards for this lesson will be added to our share folder for student use during this lesson. Families will also be able to view these standards on our school’s website or on SpiderScribe. Families will have an opportunity to learn about SpiderScribe during our school’s open house or their student can also teach them how to use this technology at home.
 * ACTION**
 * Before - Class Preparation:**

30 minutes - Discuss tobacco results from the Healthy Kids Survey on pages 34-38.
 * During Class - Instructional Activities:**

55 minutes - Initial Set-up of SpiderScribe Concept Maps (Pictures) – Students will work individually and in their assigned groups to add relevant information to their topic. Example: The Physical Costs of Using Tobacco Products would add pictures lung cancer, leukoplakia, hairy tongue, etc. Students will begin connecting like items and organize their information so that it other can understand how it addresses our health standards.

55 minutes - Students will add other information relevant that is supported by the five icons used in SpiderScribe (titles, maps, pictures, documents, and calendar)

CHKS Survey www.spiderscribe.net Student generated items such as Word documents, PowerPoints, Excel Spreadsheets, Maps, etc.
 * Materials and Resources**:


 * On-going**: Students will continue to add to their concept maps throughout the entire course. Information from the concept maps will be used to help students prepare for their final.


 * Note student groupings, environmental modifications needed, etc: Students will be grouped according to the current seating arrangement due to lab design. There are eight sections with 26 total students. Grouping will be limited to a maximum of four students and a minimum of two students. Students will be responsible to assist members of their group in building their concept map.

Students will be assessed on their participation in their group’s concept map(s), their involvement in group presentation, their individual elements added to the project.
 * MONITOR**
 * Ongoing Assessment(s):**

Extra time will be provided as needed. Each student will have their own computer during class and will also have an opportunity to access our computer lab a minimum of three days each week before or after school.
 * Accommodations and Extensions:**

If SpiderScribe is down for the day, students can gather information and save it into a group folder on our share folder until our online program is back up and working. Note: SpiderScribe has had less issue since it has been out of its beta trials. When all students in the computer lab are accessing a concept map at the same time, it can run a little slow. I may need to allow more time if this occurs.
 * Back-Up Plan:**

Be specific and include the evaluation that you will use for this lesson: A rubric will be used to evaluate student participation in their work towards building a valid concept map. Students will also be assessed on their individual performance during their group’s presentation of their concept map. A rubric will be provided to the students for their presentation as well. The rubric will be created using Rubistar.
 * EVALUATE AND EXTEND**

Student groups will continue to build concept maps during each of the three chapters: tobacco, alcohol, and other drugs. Experts will be added as we begin each new chapter of this unit. Families will be encouraged to continue their participation throughout the entire unit by receiving feedback from students as well as from Mr. Aspan-Martin
 * LESSON REFLECTIONS AND NOTES**:

Daily Lesson GAME Plan #3

 * Lesson Title:** Digital Storytelling: The Costs in Using – A Tobacco, Alcohol, or Other Drug Public Service Announcement Related Lessons: The Facts of Tobacco Use, The Facts of Alcohol Use, and The Facts of Drug Use/Abuse
 * Grade Level:** High School (Grades Nine Through Twelve) Unit: Alcohol, Tobacco, and Other Drugs


 * GOALS**
 * Content Standards:** All of the Health Standards could be addressed during these activities; the main elements have been highlighted for this lesson.

Alcohol, Tobacco, and Other Drugs

1.1.A Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs. 1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior. 1.3.A Explain the connection between alcohol and tobacco use and the risk of oral cancer. 1.4.A Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs. 1.5.A Describe the use and abuse of prescription and nonprescription medicines and illegal substances. 1.6.A Analyze the consequences for the mother and child of using alcohol, tobacco, and other drugs during pregnancy—including fetal alcohol spectrum disorders and other birth defects. 1.7.A Analyze the consequences of binge drinking and its relationship to cancer; to liver, pancreatic, and cardiovascular diseases; and to a variety of gastrointestinal problems, neurological disorders, and reproductive system disorders. 1.8.A Interpret school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sale. 1.9.A Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence, and risky sexual behavior. 1.10.A Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents. 2.1.A Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use. 2.2.A Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs. 2.3.A Describe financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs. 3.1.A Access information, products, and services related to the use of alcohol, tobacco, and other drugs. 3.2.A Evaluate prevention, intervention, and treatment resources and programs concerning alcohol, tobacco, and other drugs. 4.1.A Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. 4.2.A Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky behaviors with someone who has been using alcohol or other drugs. 5.1.A Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society. 5.2.A Explain healthy alternatives to alcohol, tobacco, and other drug use. Standard 6: Goal Setting 6.1.A Predict how a drug-free lifestyle will support the achievement of short- and long-term goals. Standard 7: Practicing Health-Enhancing Behaviors 7.1.A Use effective coping strategies when faced with various social situations involving the use of alcohol, tobacco, and other drugs. 8.1.A Participate in activities in the school and community that help other individuals make positive choices regarding the use of alcohol, tobacco, and other drugs. 8.2.A Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youths. . 1. Creativity and Innovation Students demonstrate creative thinking construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, and processes. b. Create original works as a means of personal or group expression.
 * Standard 1: Essential Concepts**
 * Standard 2: Analyzing Influences**
 * Standard 3: Accessing Valid Information**
 * Standard 4: Interpersonal Communication**
 * Standard 5: Decision Making**
 * Standard 8: Health Promotion**
 * ISTE NETS-S**


 * Instructional Objectives**: Based on what the students have learned about the costs using/abusing tobacco, alcohol, and other drugs; as well as what they have learned about the current results of our school’s Healthy Kids Survey, the students will create a one to two minute Public Service Announcement (PSA) warning students about the dangers of these products. Each PSA will be shared in class and then on our school’s class media feed. PSA may also be uploaded to TeacherTube and/or YouTube with district approval.

Time
 * Before-Class Preparation**: Make certain that each computer in my lab has MovieMaker and that the sound are turned back on for this assignment. I will need to also get a class set of headphones with built-in microphones. The minimum amount needed will be six units and the maximum needed is twenty-six units. I need to check with our school’s Media Center to see if they can get these resources for me for free and in a timely manner. Review student technology survey to see what percentage of my current students has any background knowledge on how to use MovieMaker. Organize students into a minimum of six groups and sure that each group has at least one individual with video production knowledge.
 * During Class**

30 minutes Instructional Activities (Anticipatory Set) - View examples of prior student-generated Public Service Announcements (Ve and Health class examples)

90 minutes - Students will begin brain-storming ideas and creating their storyboards using the Atomic Learning website tool.

30 minutes - Students will print out their storyboards and discuss their ideas with group and make any final changes before creating their PSA.

90 to 120 minutes - Students will use MovieMaker to create their PSA. Students will make necessary changes as I work with each group individually during this time.

75 to 90 minutes - Students will present their PSA to the class and receive class feedback/assessment of their work.


 * Materials and Resources**

Student work samples from prior years. http://www.atomiclearning.com Color printer and the Atomic Learning program tool for creating storyboards. Video camera, iPads, iPhones, and MovieMaker. Student feedback form.


 * Note student groupings, environmental modifications needed, etc:** Students will be grouped according to prior experience in creating videos, YouTube, storyboards, etc. Students can also work in pairs and individually for this assignment. Special Education and ELD students will also receive support from our two program specialist at OHS.

Students will be assessed on their participation in their group’s storyboard(s), their involvement in group discussions, and their individual input in the PSA.
 * MONITOR**
 * Ongoing Assessment(s):**

Students will each have a computer with an Internet connection and the appropriate software needed to accomplish this project. Students who are not present during one or more days of lesson can meet with me before or after school in the computer lab for small group instruction and have access to the technology for approximately an hour and a half. All late work will be allowed a maximum score of half credit if the student does not have a “cleared” pass back to class. Special Education and ELD students will also receive additional support from our two program specialist at OHS.
 * Accommodations and Extensions:**

If Atomic Learning is down, students can also create storyboards from hard copy print outs that I will have ready to go. Some students may also want to use the hard copy storyboards rather than the one provided by Atomic Learning because of their ability to hand-draw their ideas. Students will also be allowed to use other video software that we are able to download for free or that they may have at home. Be specific and include the evaluation that you will use for this lesson: Students will be evaluated on their participation in all of the activities in this lesson. Students will be assessed on the potential and actual effective of their PSA. I will use the students’ feedback sheets as well as the project rubrics (Rubistar-#2181711 for the Storyboard and # 2181712 for our PSA video) to score their PSA projects.
 * Back-Up Plan:**
 * EVALUATE AND EXTEND**

This lesson was piloted this past week in my Health class. This lesson was actually used in conjunction with and as an additional option for a project I have done in the past. Students could create a PSA (radio or video) rather than create a poster board or PowerPoint presentation as they have in the first lesson above titled “Problem-based Activity: Costs of Using Tobacco Products, Alcohol, and Other Drugs”. On Friday students began their presentations and the first one ready to go was by a student named Michael who created a PSA. His message was well received by the entire class and he even earned himself a round of applause by the class. What I learned this week is that this option generates a better and more profound end product. On Tuesday I plan on meeting with our Media Center technology assistant to see when and how we can get Michael’s wonderful PSA fed into each of the classes to view. Next year I plan on making this lesson a reality for all of my Health students and not just one option.
 * LESSON REFLECTIONS AND NOTES:**