ED 655

Drug Prevention Horn Lesson Plan

Situational Factors

The unit plan that I developed is for an eleventh and twelfth-grade Health II class. I can only offer two sections of Health II a semester making both of my sections large at 30 students each. All of the students that attend the Kodiak High School have to take one full credit of health. They receive half a credit taking Health I either their freshmen or sophomore year High School and receive the other half taking Health II as juniors or seniors. We currently have a population of 664 students at the Kodiak High School, 63% of those students are enrolled as a minority. Within Piaget Stages of Development, my students are at formal operational. This level of development occurs after the age of 11. Students at this age are potentially trying to balancing work, school, extracurricular activities and being a caregiver at home. I need to take this into consideration when planning my unit and due dates of lessons. Additionally, all of my students have been provided with iPads by our school district, but not all of my students have access to the internet at home. Work time may be limited to in-class for a large portion of my class.

My Drug Prevention Unit is based on a project-based design of instruction. I want my students to be engaged, motivated and actively learning while they are in class. This project-based unit will not only allow students the ability to learn about the content but also construct a project that demonstrates their learning. Students will be split into six groups: stimulants, depressants, hallucinogens, dissociatives, opioids, inhalants, and cannabis. Within these categories, students will pick an example drug to personally research. Together each group will be working together to create an informational webpage that explains their drug category with examples, the prevalence in our community, addiction/recovery rates and community resources for help. These pages will be shared with the class and the school by creating posters with QR codes that can be distributed around the school. Other students will be able to scan the QR codes to view students’ webpages.

As juniors and seniors, most of the students have developed self-regulatory skills that will help them be successful in this project-based unit. I have created graphic organizers to help scaffold students’ research as they prepare to create an informational webpage. It highlights all of the information that needs to be included as well as the need to cite all of their sources. I will be determining where and what they use to create their webpage, however, students will have the freedom to choose the design and set up of their webpage. I will be using a portfolio to stamp off their work as they complete it. This will allow them to track their progress as well as be held accountable to complete the work within the given time frame. I wanted to make sure that students receive a grade on the process (portfolio) as well as their product (webpage). Students will be not only working collaboratively as a group on their drug category but also individually on their specific drug within this category. By having students share their work with the class and the school I think that they will create a higher quality of work. It also is a learning target for them to formulate a message to promote being tobacco, alcohol and other drugs free. By sharing their webpages that have a PSA included, students will be provided an audience for their message.

Learning Objectives

LT 1:  Analyze the relationship between using alcohol and other drugs and associated health risks. 

LT2: Determine the value of applying responsible decision making related to tobacco, alcohol, and other drug use.

LT3: Formulate a message that promotes being tobacco, alcohol, and other drugs free. 

Unit Overview

Monday Block One Block Two Friday 
– ET: Preassessment -Drug Prevention Unit -Portfolio/Performance Scale – Go over the project assignment -Assign Groups: stimulants, depressants, hallucinogens, dissociatives, opioids, inhalants and cannabis. – Set up group norms/expectations -Group Jobs -ET: Students move back into groups -Review Norms/Expectations- Research: Define drug category, list examples and classify them into legal/illegal. 
-ET: Set up Google Site page with each group – Put definition, examples, and classification of legal vs. illegal on Google Site – Design of google site page 

-ET: Check off-page setup- Research: Impact on mental and emotional, social and physical health. – Short and Long Term Impact w/ Examples -First Process Grade 
-ET: Check in with groups- Research: Impact on mental and emotional, social and physical health. – Short and Long Term Impact w/ Examples 
– Finish Research: Impact on mental and emotional, social and physical health. – Short and Long Term Impact w/ Examples – Post on Google Page 
-ET: Prevalence in our community- teenagers? -Research: Use/Abuse of assigned category -Consequences of Addiction/Recovery -ET: Post use vs. abuse, consequences of addiction/Recovery-Check group sites -Second Process Grade 
-ET: Community Resources -Research: When, How and Where to get help in the Kodiak Community. -ET: Continue Research: When, How and Where to get help in the Kodiak Community. – Post on Google Page – Create PSA for Google Page -ET: Work time on PSA Creation 

-ET: Posting it on google site – Peer review google sites – Correction pages 
-ET: Peer Corrections – Prepare to present Pages Class Page presentations



Assignments

Drug Prevention Project Outline

Drug Prevention Portfolio

Graphic Organizer 1 Graphic Organizer 2 Graphic Organizer 3

Curriculum Plan Justification

My eleventh and twelfth-grade students will be collaboratively working online in groups to create a google page and PSA as a project for their drug prevention unit. My intention is that as a class they will create an entire google site. The learning objectives for this unit are LT 1) Analyze the relationship between using alcohol and other drugs and associated health risks. LT2) Determine the value of applying responsible decision making related to tobacco, alcohol, and other drug use. LT3) Formulate a message that promotes being tobacco, alcohol, and other drugs free. To accomplish these learning goals students are going to be placed in groups of different drug categories: dissociative drugs, hallucinogens, cannabis, depressants, stimulants, inhalants, tobacco, and opioids. Within these groups, they are tasked to create an informational google site page that includes a modern PSA to help them formulate a message that promotes being tobacco, alcohol and other drug-free.

Students will be working together to create an informational google site page that explains their drug category, impact on society and resources for those looking for it. We will be using google sites as it is easy to navigate and collaborate using. As each group will be working on a single page of the entire google site, I will be able to design and dictate the structure of the overall site and pages. I will be able to allow access to each individual group members to edit and revise their individual pages as well as monitor their interaction during collaboration. I should also be able to tell if students are not participating in the creating of the google site. The google site will allow students not only to collaborate in the creation of the google page, but it also allows them to comment and discuss the work they are completing. Students should be able to easily collaborate with each other face to face and online.

My students will have a variety of individual needs that I will have to take into consideration. In the K12 general education class face to face or online I have students with IEPS, 504s, English Language Learners with different variations of proficiencies and overall students with a variety of different learning styles to take into account as I design this unit and lesson plan. All of my students have iPads, but not all of my students have access to the internet at home. Most of the classwork will be completed in class. Each student will enter the course with an individual skillset for using technology, self-regulating their work online and I will have to make sure to not only assess student’s product but also their process. This will help keep all of the group members accountable during the entire unit.  

Eleventh and twelfth-grade students are looking for more personalized learning opportunities that motivate and engage them. This project-based learning activity allows my students to be active learners as they collaboratively work in groups to create a google site page in groups and google sites as a class. Students will not only learn the content from the curriculum content, but they will also gain new skills to use technology to collaborate and create projects in the future online. These are skills that students can utilize either in other classes or in the workforce. Students will use the information that they learn as they develop their site to create a PSA that formulates their overall message. After students present the information to the class, we can have a peer review and edit of the overall site. Following this, the class will create a poster that will have a QR link to their site that they can post around the school. By having students create a site and share it with the school I believe they will take the overall creating of the project more seriously as well as be motivated by the more meaningful assignments as it will be created not only for an assignment, but to help other students make good decisions when it comes to drug and alcohol use. This project should meet the desired learning outcomes outlined by the objectives. 

References

English, M. & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. Retrieved from https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1339&context=ijpbl

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