Eric+Rainey

The Gate Way Drug || Goal 1: recognizing and avoiding a variety of risk associated with drinking Goal 2: practicing preventive measures to avoid drinking and driving Goal 3: selecting and accessing appropriate health resources
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Teen Drinking and Driving |||| Related Lessons: Friends or Foes
 * Grade Level: Ninth |||| Unit: Healthy Choices ||
 * == GOALS == ||
 * Content Standards:

. || -Communication and Collaboration -Research and Information Fluency -Critical thinking, problem solving, & decision making
 * ISTE NETS-S

Instructional Objectives: -Students will research statistics relating to teenage fatalities resulting from drinking and driving -Students will research and discuss various consequences resulting from drinking and driving -Students will research resources available to educate teens about the dangers of drinking and driving -Students will discuss techniques for avoiding peer pressure to drink and drink and drive -Students will produce a Public Service Announcement dealing with teen drinking and driving || -Meet with SRO to discuss presentation information and length of presentation -Meet with MADD representative to discuss presentation information and length of presentation -Collect Parent Consent Forms (attached at the end of lesson plan) -pre-select groups for PSA activity -Arrange for a staff member to record the PSA’s for each group -Schedule use of video recorder from media center || 8:30-8:45
 * == ACTION == ||
 * Before-Class Preparation:
 * During Class ||
 * Time

8:45-9:05 9:05-9:25

9:25-9:35

9:35-9:45 9:45-10 |||| Instructional Activities EQ: What are the consequences of teen drinking and driving, who is affected and how are they affected?

SRO presentation-statistics, trends, personal story MADD presentation-personal story

Discussion about skills or techniques to avoid pressure to drink or drink and drive Overview of PSA activity Group time, internet research, brainstorm

Day Two: || Materials and Resources

PSA Handout Computers/internet ||
 * 8:30-9:15

9:15-9:20

9:20-9:25

9:25-9:30

9:30-10 |||| Group time, internet research, PSA preparation

Group 1 presentation(recorded in hallway while other groups fine tune their presentation)

Group 2 presentation(recorded in hallway while group 3 fine tunes their presentation and group 1 reflects on their PSA) Group 3 presentation(recorded in hallway while groups 1 and 2 reflect on their PSA) Watch all groups PSA on TV and discuss activity and reflect on teen drinking and drinking and driving || Poster board, markers, props Props, video recorder

Television, video recorder, line-in wires ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Throughout lesson and activity I will be utilizing formative assessments of evaluating feedback and comments to gauge the level of understanding of the topic. Students will receive a Pass or Fail based on participation in the PSA.

Accommodations and Extensions: Additional time for preparation will be granted if needed to extend into the next class period.

Back-Up Plan: I will have a backup presentation in case either or both guest speakers are not able to make it. || **//SOUTHWEST GUILFORD HIGH SCHOOL //** **//4364 BARROW ROAD //** **//HIGH POINT, NC 27265 //** **//336-819-2970 //**
 * == EVALUATION == ||
 * I will use formative assessments by evaluating the feedback given by the students concerning the topic. I will specifically be looking for skills like “redirecting the conversation or creating a diversion” for avoiding drinking or drinking and driving. I will be listening for negative consequences such as: serious injury, loss of life, grieving friends and family, grades suffering, all as a result of drinking or drinking and driving. Students will receive a Pass/Fail for participating or not in the PSA activity. ||

Dear Parents:

We will be starting our healthy choices unit in Health and Physical Education class. We will discuss several topics, including: drinking, drinking and driving, drugs, peer pressure, bullying, gangs, and abstinence.

Our first topic to cover will be teen drinking and teen drinking and driving. In addition to having the school SRO and a representative from MADD speak to the class, we will be conducting research online dealing with teen drinking and drinking and driving. The website listed below contains graphic material from alcohol related accidents. If you choose for your child not to view this website please indicate that below and they will not have access to it.

Please feel free to contact me with any questions regarding this unit.

Websites: []

I do not want my child to view this website

I give permission for my child to view this website__

Thank you,

Mr. Rainey Health and Physical Education Southwest Guilford High School <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">336-819-2970 <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">raineye@gcsnc.com

**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">PSA ACTIVITY //** <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-In groups, come up with a 5 minute Public Service Announcement concerning teen drinking and driving <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-Message should be clear <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-All group members must participate <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-Props may be used to communicate ideas <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-PSA must reflect the seriousness of the topic <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-Target audience should be clear <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">-Students will receive a Pass/Fail for participation which equals 100 class activity grade or 0 class activity grade.

<span style="color: #ff0000; font-family: 'Courier New',Courier,monospace; line-height: 18px;">Eric,

<span style="color: #ff0000; font-family: 'Courier New',Courier,monospace; line-height: 18px;">I really like this idea for young drivers. I like that you are using a Student Resource Officer to inform the students of drinking, and a MADD member to show the students the real consequences of drinking and driving. I think it is important for the grade level that we both teach, to show the kids that they are not invincible and there are consequences for their actions. I am full of stories and I am sure you are as well of the dumb decisions our students have made because they can not see past their nose. Having the students listen to people who have seen the consequences and then have them reflect on that and coming up with their own PSA is a great idea. (Anthony Richter)

Goal 1: Identify words or phrases that other students use to attempt to negatively influence Goal 2: Distinguish true friendships from surface level friendships Goal 3: Demonstrate avoidance skills and techniques to block pressure to make unhealthy choices . || -Communication and Collaboration -Research and Information Fluency -Critical thinking, problem solving, & decision making -Creativity and innovation -Technology operations and concepts
 * =<span style="color: #000000; font-family: Times New Roman; font-size: 18pt; font-weight: normal; margin: 0in 0in 0pt;">Daily Lesson GAME Plan-Week 6 = ||
 * Lesson Title: Friends of Foes |||| <span style="color: #000000; font-family: Times New Roman; margin: 0in 0in 0pt; tab-stops: center 114.3pt; tabstops: center 114.3pt;">Related Lessons: The Gate Way Drug ||
 * Grade Level: Ninth |||| Unit: Healthy Choices ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: -students will learn avoidance skills and techniques to help them say no to peer pressure -students will learn a variety of ways others attempt to negatively influence them -students will practice identifying the different approaches other students use to attempt to negatively influence others -students will produce a VoiceThread demonstrating their knowledge of the subject area || -locate resources to support the lesson -secure the computer lab || 8:30-8:45
 * == ACTION == ||
 * Before-Class Preparation:
 * During Class ||
 * Time

8:45-8:55

8:55-9:30

9:30-10:00 |||| Instructional Activities EQ: What are reasons students put peer pressure on others and why do some students give in to peer pressure and others are able to avoid it. Videos relating to peer pressure [] []

Lecture/discussion on skills and techniques to avoid peer pressure and the motivation behind peer pressure.

Students will pair up and begin role playing a variety of role playing scenarios; alternating from student providing peer pressure to student avoiding peer pressure. || Materials and Resources

Computer with projector and pull down screen Handout || 8:45-9:45
 * 8:30-8:45

9:45-10:00 |||| Day Two: Review of using VoiceThread

Students create VoiceThread in class demonstrating their understanding of the many facets of peer pressure

Reflection on activity || Computers

Computers ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Throughout the activity I will be using formative assessment to gauge students understanding of the peer pressure; its causes and ways to avoid it. I will get feedback from all students during the discussion to hear, in their words, how they understand the topic being discussed.

Accommodations and Extensions: I will provide assistance for those students needing help with the VoiceThread, but previous exposure to the online collaboration tool should minimize the need for accommodations.

Back-Up Plan: As a backup plan, I will have the class divided into groups of four or five to role play different scenarios relating to peer pressure. || __ 4: __ -Demonstrates a thorough understanding of the motivation behind peer pressure -Demonstrates a thorough understanding of the cause and effect relationship of peer pressure -Creatively and clearly demonstrates understanding of peer pressure -Demonstrates a thorough understanding of the skills and techniques used to combat peer Pressure __ 3: __ -Demonstrates a good understanding of the motivation behind peer pressure -Demonstrates a good understanding of the cause and effect relationship of peer pressure -Creatively and clearly demonstrates understanding of peer pressure -Demonstrates a good understanding of the skills and techniques used to combat peer Pressure __ 2: __ -Demonstrates a minimal understanding of the motivation behind peer pressure -Demonstrates a minimal understanding of the cause and effect relationship of peer pressure -Minimally demonstrates understanding of peer pressure -Demonstrates a minimal understanding of the skills and techniques used to combat peer Pressure __ 1: __ Student did not attempt assignment || **// PEER PRESSURE SCENARIOS //** // 1. //// You are at a party with some friends and there is alcohol and one of your friends is trying to get you to drink. // // 2. //// You made the baseball team and are at a teammate’s house. He tells you he knows where his parents keep the alcohol and wants you to drink with him. // // 3. //// You are the only freshman to make the volleyball team. You are at a sleepover with upperclassmen from the team and they have been drinking and want you to go for a ride with them. // // 4. //// You are at beach week with friends. You rode with friends to a party and the friends started drinking and now they want to leave to go to another party and want you to go. // // 5. //// You find out your older brother has been drinking alcohol and you confront him. He tells you how fun it is and wants you to try. //  Goal 1: Understand the physical effects of marijuana on the body Goal 2: Understand the psychological effects of marijuana on the body Goal 3: Understand the social affects marijuana has on teenagers Goal 4: Understand the facts relating to marijuana Goal 5: Understand the laws relating to marijuana || -Communication and Collaboration -Research and Information fluency -Critical thinking, problem solving & decision making -Creativity and innovation -Technology operations and concepts Instructional Objectives: -Students will learn how marijuana affects the body physically -Students will learn how marijuana affects the brain psychologically -Students will learn the social implications for teenagers using marijuana -Students will learn a variety of facts relating to marijuana -Students will learn the laws relating to marijuana -Students will produce a digital story persuading other teens not to use marijuana || -Have school SRO prepare a 10-15 minute presentation on the laws relating to using, selling, or    being in possession or the presence of marijuana -Reserve computer lab -Prepare classroom with pictures and posters of marijuana and negative consequences of using it    || 8:30-8:45   8:45-9:05    9:05-9:30   ||||  Instructional Activities EQ: How does using marijuana affect the mind and body of teenagers and who all are affected by the decision of teens to use marijuana? SRO presentation on the laws relating to marijuana Class will be divided in half (on teams), I will give either a fact or false statement about marijuana. Teams will alternate discussing and giving a True or False answers. I will keep score and at the conclusion of the game, the winning team will receive two pieces of candy and the losing team will receive one. || Materials and Resources Posters on the wall showing negative consequences of using marijuana Computer/projector Candy  || 9:40-10   Day two: 8:30-10   Day three: 8:30-10 ||||  Explain Digital Storytelling activity where students will produce a 3-5 minute persuasive digital story on why teens should not use marijuana (see attached) Students will research information on marijuana and also find music, pictures, and other items to use with their digital story Students will have the full class to work on their digital stories Watch each student’s digital story/reflect on activity || Computer/internet Computer/internet Computer/projector || Accommodations and Extensions: I will provide teacher notes so that all students have the needed information covered in class. Additional time will be permitted for those students needing it to complete their digital story. Back-Up Plan: I will have a presentation prepared in case the SRO is not able to make it. I will also have plenty of information ready in case there is problem with the computers or internet connections. The students can prepare posters in place of the digital story if there are computer problems. || ** __4:__ **    Demonstrates a thorough understanding of the negative consequences of marijuana Demonstrates a thorough understanding of how marijuana affects the body Demonstrates a thorough understanding of how marijuana affects the brain Demonstrates a thorough understanding of the social implications of teens using marijuana Demonstrates a thorough understanding of the laws relating to marijuana Used an exceptional level of creativity in producing digital story ** __ 3: __ **  Demonstrates a good understanding of the negative consequences of marijuana Demonstrates a good understanding of how marijuana affects the body Demonstrates a good understanding of how marijuana affects the brain Demonstrates a good understanding of the social implications of teens using marijuana Demonstrates a good understanding of the laws relating to marijuana Used a high level of creativity in producing digital story ** __ 2: __ **  Demonstrates an average understanding of the negative consequences of marijuana Demonstrates an average understanding of how marijuana affects the body Demonstrates an average understanding of how marijuana affects the brain Demonstrates an average understanding of the social implications of teens using marijuana Demonstrates an average understanding of the laws relating to marijuana Used an average level of creativity in producing digital story ** __ 1: __ **  Demonstrates little understanding of the negative consequences of marijuana Demonstrates little understanding of how marijuana affects the body Demonstrates little understanding of how marijuana affects the brain Demonstrates little understanding of the social implications of teens using marijuana Demonstrates little understanding of the laws relating to marijuana Used little creativity in producing digital story || ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">DIGITAL STORY ACTIVITY __ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">PURPOSE: use technology and factual information to persuade teens not to use marijuana <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">LENGTH: 3 to 5 minutes <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">POSSIBLE COMPONENTS: words, pictures, symbols, graphics, clip art, music, sounds, characters, or animation <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">RESOURCES: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.storycenter.org/index1.html] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.arnieabrams.net/handouts.htm] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.edutopia.org/use-digital-storytelling-classrooms] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.inms.umn.edu/elements/] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.digitales.us] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * == EVALUATION == ||
 * . VoiceThread Rubric
 * =  Daily Lesson GAME Plan-Week 7   = ||
 * Lesson Title: The Dangers of Marijuana ||||  Related Lessons: Friends or Foes  ||
 * Grade Level: Ninth ||||  Unit: Healthy Choices  ||
 * == GOALS  == ||
 * Content Standards:
 * ISTE NETS-S
 * == ACTION  == ||
 * Before-Class Preparation:
 * During Class  ||
 * Time
 * 9:30-9:40
 * == MONITOR  == ||
 * Ongoing Assessment(s): Throughout the activities I will be using formative assessment to gauge students understanding of the negative consequences relating to marijuana. I will get feedback from all students during the activity in order to critique their feedback and provide clarification if necessary.
 * == EVALUATION  == ||
 * Digital Story Rubric: