EDTE 314 Final Powerpoint (Health Unit Lesson Plan)

UNIT QUESTIONS:

• To what extent do external influences pressure individuals to turn to

drugs and alcohol and to be susceptible to sexual situations?

CLASS 1: DRUGS AND ALCOHOLLesson Question: To what extent do people turn to drugs and alcohol?

Teaching Methods:

1. Line Game: Provide students with a series of questions or statements and if they agree they step forward and if they disagree they stay in place. After each question ask one or two students why they agreed or disagreed with the question.

2. Think-Pair-Square: After students complete Line Game activity the teacher has them go back to their seats and write down why they agreed or disagreed to the statements or questions presented to them during the activity. Then, the teacher divides students into predetermined groups and has them share their answers with their groups members.

Ways to support Diversity of Students:

1. If a student is deaf and can’t hear the teacher present questions to the class, the teacher could post the questions on the board so that student could participate.

2. If a student is in a wheel chair, the teacher could have them raise their hand if they agree or just keep their hand down if they disagree.

CLASS 1: DRUGS AND ALCOHOL

Ways to Assess Students:

-Formal: Teacher collects students individual responses to the questions and

statements that were asked.

-Informal: Walking around listening to group responses to check for

understanding. Also, the teacher monitors students participation throughout

the entire class.

CLASS 2: DRUGS AND ALCOHOLLesson Question: To what extent do drugs and alcohol effect a person?

Teaching Methods:

1. Research-Socratic Seminar: Students research the effects of drugs and alcohol on a computer, smart phone or tablet and then records their finds on a piece of paper. Once students complete and record their research they form their desk into a circle, and have a class discussion on their findings.

2. Rallytable: Break students off into small groups. Once students are in their groups the teacher asks students a question, and then each student in the group gets their own opportunity to write down their response to the question; Students initial next to their response.


1. If students are showing resistance to the information the teacher is presenting, then the teacher can ask students “what organs in the body are effected by drugs and alcohol?”; then after each individual organ is presented, the teacher can point out the organ on a diagram of the bodies organs, and then open the floor to the class to try and come up with how drugs and alcohol effect that organ.

2. If a student is blind and can’t write down their response to the questions during the Rallytable activity, then have that student say their answer out loud to the group, and then have one of their group members write down their response for them.



-Formal: The teacher collects each groups paper from the Rallytable activity.

-Informal: The teacher monitors students effort and participation during the

Socratic Seminar.

CLASS 3: DRUGS AND ALCOHOL Lesson Question: To what extent do drugs and alcohol impact the others around you?

Teaching Methods:

1. Guest Speaker: Teacher brings in a former alcoholic or drug addict to share their story about how alcohol or drugs effected his family life and his social life (with his friends/coworkers) with the class.

2. Think-Pair-Square: After listening to the guest speaker, the teacher has students go back to their seat and write down “how they think drugs and alcohol effect others around them?”. Once each student completes their response, the teacher breaks them up into small groups, and has them share their response with their group members.


1. If the teacher notices that students aren’t completely understanding or connecting to the guest speaker; after he leaves, the teacher can ask a series of questions to try and help their students better understand what the speaker was trying to explain to them.

2. If a student is deaf, the teacher can make prior arrangements to get a written copy of the guest speakers life so that the deaf student can fully partake in the class.



-Formal: Teacher collects each students individual response to the question from

the Think-Pair-Square activity.

-Informal: The teacher monitors students attention while listening to the guest

speaker, as well as they monitor the students participation during the Think-

Pair-Square activity.


Lesson Question: To what extent do drugs and alcohol economically effect someone?

Teaching Methods:

1. Technology: The teacher shows their students a documentary which includes a number of

examples of peoples personal battle with drugs and alcohol and how it effected them

financially.

2. Journal Writing: After the documentary, the teacher has each student write a journal entry

including their own personal thoughts on the video, as well as analyzing what external impacts

they believe lead the addicts to turn to drugs and alcohol.


1. If a student or students are deaf, the teacher could simply just put on subtitles.

2. If the teacher notices some resistance from a student or students, they can pull them aside

after class to just check in with them to make sure everything is ok with them. If the teacher

gets a sense that there is discomfort with the material, then the teacher can inform the student

that all they are looking for is that they do the best they can without pushing their comfort limit.



-Formal: The teacher collects students journal responses.

-Informal: The monitors students during the documentary and while they write

their journal responses to make sure that they are on task.

CLASS 5: DRUGS AND ALCOHOL Lesson Question: To what extent do drugs and alcohol effect one’s self and the people around

them. Also, what leads one to drugs and alcohol?

Teaching Methods:

1.Forum Theater: Teacher gives a scenario for the students to act out. Once the situation is acted out fully, then a student can jump in to act out the scenario again. However, the student will act out the scenario by how they would have reacted to the situation. If all students agree on the outcome of the previous situation, then another scenario is given. Students can jump in to change each role throughout the scenario to produce a different outcome.

2. Respond to Forum Theater: After the students finish the Forum Theater activity, the teacher gives them 5-10 minutes to write down their reaction to the topics covered during Forum Theater activity. Also, have each student pick one situation covered during the Forum Theater activity that they didn’t participate in or jump in on, and then have them write down how they would have responded or acted in that particular situation.


1. If a student is shy or has social anxiety disorder, the teacher can just have them take notes during the activity instead of actively participating in the activity.

2. If a student is blind the teacher can go over to them and have them verbal give their responses to presented questions to them.



-Formal: The teacher can collect the students written responses to the presented

questions about the Forum Theater activity.

-Informal: The teacher monitors students maturity, participation, and their ability

to demonstrate knowledge during the Forum Theater activity.

CLASS 6: PRESSURES FROM SEXUAL

SITUATIONSLesson Question: To what extent does peer pressure or other external influences have on sexual

situations?

Teaching Methods:

1. Mix-Freeze-Pair: The teacher can start off by having the students write down a response to a given question or statement and then pick a partner. Then, the students can discuss how external influences impact sexual situations. Students can describe how the external impacts or peer pressure will effect the person in a sexual situation or can describe events prior to the sexual situation that could have lead the person into the uncomfortable sexual situation. After a few minutes, the teacher will have some groups share what they discussed, and then would say, “Mix.” This is where the students will walk to a new partner and the teacher would say, “Freeze.” This is where the students will stop where they are and partner up with the closest student to them. Then, they would begin this process over again.

2. Roundtable: The teacher will split the students up into groups of about 4 and will ask the students questions as to how the listed external factors and peer pressures will effect the person in a given sexual situation. The students will write down an appropriate and possible outcome to the situation. After they are done with their response, they will pass the paper to another person in the group so that they could write down their response; students initial next to their own response.

CLASS 6:PRESSURES FROM SEXUAL

SITUATIONSWays to support Diversity of Students:

1. To accommodate to students who are deaf or students with hearing problems,

the teacher could write the questions asked during the Roundtable activity on

the board.

2. The teacher will be open and not fault students who tell them that the

presented material is against their cultural or religious beliefs.


-Formal: The teacher collect each groups response sheet from the Roundtable

activity.

-Informal: During the Mix-Freeze-Pair activity, the teacher can monitor students

participation and responses in their small groups.


SITUATIONSLesson Question: To what extent does the presence of family have on behaviors in sexual

situations?

Teaching Methods:

1. Socratic Seminar: The teacher can have the students make a giant circle with the

teacher included within it. Then, the teacher can have the students discuss various

characteristics of families and how these characteristics will impact their children to act

in pressured sexual situations.

2. Journal entry: Once the class finishes the Socratic Seminar, the teacher will give a

characteristic of the family dynamic and then have their students write a journal entry

in which they identify how another family member would react based on the

characteristics they picked up from their own family.



1. If a student has Autism or another mental disability, the teacher could choice

a particular student to work with the special needs student to make a

combined journal entry.

2. If a student is clearly resenting the material, the teacher can pull them aside

at an appropriate time to check in with the student to see if there are any

personal factors that are influencing their ability to learn.


-Formal: The teacher collects each students journal entry.

-Informal: The teacher monitors students participation, effort and maturity level

during the Socratic Seminar.


SITUATIONSLesson Question: To what extent do special situations (EX- Prom) have on sexual situations?

Teaching Methods:

1. Fishbowl: The students are gathered into a big circle while there are a few students in the center picking topics out of a hat. Once the student picks the topic out of the hat (which pertains to how sexual situations occur during special occasions), the class opens up a discussion about the topic. Once everyone has had their say, then the students pick a new topic.

2. Journal: After the fishbowl is complete, students will go back into their seats and write down their reactions to the discussion. They will discuss how they believe special situations influence sexual situations within their journals.


1. If a student is blind, then they could have a classmate write down what they say into their journals for their entry.

2. If a student is deaf, then the student can write down their responses to the drawn topic during the fishbowl and hold it up for their classmates to read their response.


SITUATIONSWays to Assess Students:

-Formal: The teacher can collect the student’s journal entries in order to obtain a

sense of how much information their student’s retained or what they may

need to re-iterate.

-Informal: The teacher can listen in on the fishbowl activity and the students’

answers to see if they comprehend the content.


SITUATIONSLesson Question: To what extent do drugs or alcohol have on a sexual situation?

Teaching Methods:

1.Socratic Seminar: Students can make a big circle with the teacher involved as the mediator. The topics of how certain drugs or alcohol can be discussed openly with the group to explain how someone’s sense of judgment can be altered.

2. Mix-Freeze-Pair: The students will write down how drugs and alcohol would effect people’s judgment and behavior and share their opinions with their chosen partner. The teacher will then say, “Mix,” which is where the students walk around the room and then say, “Freeze,” so that the students have a new partner (student closest to them after freeze)


1. If a student is in an assisted moving device, then have the students approach this student as opposed to having them move around during the Mix-Freeze-Pair.

2. If a student has Social Anxiety Disorder, then have the student take notes during the Socratic seminar so that they can turn them in for participation points.


SITUATIONSWays to Assess Students:

-Formal: The teacher would collect the written responses to check for content

understanding during the Mix-Freeze-Pair

-Informal: The teacher can listen to the Socratic seminar responses to check and

see if the students are comprehending the new topic.


SITUATIONSLesson Question: To what extent do families, special occasions and peer pressure/external factors have on sexual

situations?

Teaching Methods:

1. Forum Theater: Teacher gives a scenario for the students to act out. Once the situation is acted out fully, then a student can jump in to act out the scenario again. However, the student will act out the scenario by how they would have reacted to the situation. If all students agree on the outcome of the previous situation, then another scenario is given. Students can jump in to change each role throughout the scenario to produce a different outcome.

2. Respond to Forum Theater: Following the Forum Theater Activity, students will be given 5-10 minutes minutes to write down their reaction to the topics covered during Forum Theater activity. Also, have each student pick one situation covered during the Forum Theater activity that they didn’t participate in or jump in on, and then have them write down how they would have responded or acted in that particular situation.


1. If a student is shy or has social anxiety disorder, the teacher can just have them take notes during the activity instead of actively participating in the activity.

2. If a student has Autism or another mental disability, the teacher could find a role for them in the Forum Theater activity such as stage manager.



1. If a student is shy or has social anxiety disorder, the teacher can just have

them take notes during the activity instead of actively participating in the

activity.

2. If a student has Autism or another mental disability, the teacher could find a

role for them in the Forum Theater activity such as stage manager.


-Formal: The teacher collects each students journal entry.

-Informal: The teacher monitors students maturity, participation and knowledge of

the material during the Forum Theater activity.

QUESTION 1:

How do you think students will respond to this unit? Will they be engaged fully?

Will they be inspired fully?

- We believe that students will respond to this unit in a positive manner. We

believe this because we are taking sensitive subjects and working with them

in an appropriate way as a collective group. Also, we believe that the students

will be engaged fully as well because we have supplied them with numerous

group activities, as well as we stressed the importance of not having to

presented anything that is personal or uncomfortable to them. Finally, we

believe that students will be inspired because they will obtain the necessary

skills and information to avoid risky behaviors such as using drugs or alcohol

or engaging in risky sexual situations.

QUESTION 2

Is this a “dream” unit for you? Does it inspire you?

- This unit is indeed a “dream” unit that we one day hope to teach. The reason

we view this unit as a “dream” unit is because we took touchy and sensitive

subjects and allowed them to be discussed in a safe and healthy class

environment. Next, this lesson does inspire us because the more students we

educate about these touchy and sensitive subjects, the more safe and

cautious they will be in their decision making.

Education

EDTE 314 Final Powerpoint (Health Unit Lesson Plan)