L3+McManus+Megan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON


 * Teacher’s Name:** Megan McManus
 * Date of Lesson:** Consequences
 * Grade Level:** 9
 * Topic:**Sexually Transmitted Infections

__**Objectives**__

 * Student will understand that** it is important to get treatment if they acquire an STI.
 * Student will know** the consequences they face if they have unprotected sex.
 * Student will be able to do** discuss the consequences they’ll face if they have unprotected sex. Product: Students will write a script imagining what they would say to their partner if they had an STI and post it in their blog. Students will comment on each others blogs and give feedback.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education C. Health Promotion and Risk Reduction C1. Healthy Practices and Behaviors Grade 9- Diploma Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STI's.

Students should know the consequences of unprotected sex so they can make informed and appropriate decisions regarding their sexual/reproductive lives.
 * Rationale:**

__**Assessment**__
Students will break into groups. Each group will be given a scenario in to act out. They must improv a response/reaction to the situation. I will assess them based on their reaction.
 * Formative (Assessment for Learning)**

Students will write a script imagining what they would say to their partner if they had an STI and post it in their blog. Students will comment on each others blogs and give feedback.
 * Summative (Assessment of Learning)**

__**Integration**__
I will use a laptop and the internet to show students a video for my hook. Students will use the internet and laptops to write in their blog.

__Groupings__
Students will be grouped according to a color that they are wearing in class that day. Using a jigsaw students will teach each other about the consequences of unprotected sex. Each group talks about a topic (risky behavior, responsibilities, testing/treatment, informing your partner, abstinence) and then tells other groups what they talked about.

__**Differentiated Instruction**__
Verbal: Students will be talking to act out their skits. Logical: Students must come up with a reaction to the given scenario that best protects them from acquiring an STI. Kinesthetic: Students will be up moving and acting out their scenarios. Visual: Students will watch other students act out scenarios. Naturalist: Weather permitting, students can perform their skits outside. Interpersonal: Students will work in groups in the jigsaw activity and when creating and performing their skits.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I will have class where I will post assignments, that nights homework, worksheets, and podcasts of the class. This will make it easier for students who are absent to get all the information that they need.
 * Modifications/Accommodations**

Students can come up with multiple reactions to their scenario. They can either act them out or blog about them. If students blog multiple reactions they could discuss what would be the wrong reaction what reaction might be ok, what would be the reaction possible, what are some ways they could improve their own skit, etc.
 * Extensions**

__**Materials, Resources and Technology**__
whiteboard/blackboard markers/chalk laptops projector paper with scenarios on them high-low-no risk worksheet

__Source for Lesson Plan and Research__
Information on risks & safer sex practices: Planned Parenthood-- http://www.plannedparenthood.org/health-topics/stds-hiv-safer-sex/safer-sex-4263.htm The Center for Disease Control-- http://www.cdc.gov/ The American Social Health Association-- http://www.ashastd.org Medline Plus-- http://www.nlm.nih.gov/ NY State Dept of Health-- http://www.health.state.ny.us/ Food and Drug Administration-- http://www.fda.gov/ US Department of Health and Human Services-- http://www.womenshealth.gov/ Our Bodies, Ourselves

Other Resources: Video for hook-- http://www.youtube.com/watch?v=RUB6OTqvFlI&feature=related Blogger-- www.blogger.com

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: Students have complete control over their skit. They choose what to say, how to act, how to respond to the situation, etc. Clipboard: Students need to create some order to their skit. Also the lesson is structured in sequential order meaning that I will teach students the information they need and they will then put that information use when they create their skits. Microscope: Students will analyze the given situations and will choose the best, most appropriate reaction for that given situation. Students will discuss the behaviors that put themselves and others at risk. Students will also discuss the skits in terms of what was good, what could have been better, and how the reaction could have been improved. Puppy: Students will be respectful of each other and work together to come up with appropriate outcomes to their situations. While there is always room for humor, these skits need to be taken seriously. Most of the students in the class will encounter (if they have not already) a situation similar to the ones presented. It is important that each student show respect and contribute in a way that is conducive to the learning experience.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Explain: students will be able to define what an STI is and describe the universal signs and symptoms that indicate the possibility of an STI. Interpret: distinguish between myths and truths regarding STIs Apply: create a plan to protect themselves from contracting an STI Perspective: analyze the social issues and attitudes that contribute to the spread of STIs Empathy: empathize with people who have STIs. Self-Knowledge: be aware of the consequences they face if they have unprotected sex.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Technology: Students will use computers and go to blogger.com to blog a script of what they would say to their partner if they acquired an STI. Students can come up with multiple reactions to their scenario. They can either act them out or blog about them. If students blog multiple reactions they could discuss what would be the wrong reaction what reaction might be ok, what would be the reaction possible, what are some ways they could improve their own skit, etc.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Instructional Strategies: Verbal: Students will be talking to act out their skits. Logical: Students must come up with a reaction to the given scenario that best protects them from acquiring an STI. Kinesthetic: Students will be up moving and acting out their scenarios. Visual: Students will watch other students act out scenarios. Naturalist: Weather permitting, students can perform their skits outside. Interpersonal: Students will work in groups in the jigsaw activity and when creating and performing their skits.

Rationale:** Students will break into groups. Each group will be given a scenario in to act out. They must improv a response/reaction to the situation. I will assess them based on their reaction. Students will write a script imagining what they would say to their partner if they had an STI and post it in their blog. Students will comment on each others blogs and give feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Total Class Time: 160 min.

Day 1: 8:00- 8:05 Hook: Testing video (5 min) 8:05- 8:25 Brainstorm ideas/questions about topics (risky behavior, responsibilities, testing/treatment, informing your partner, abstinence) using the jigsaw puzzle. (20 min) 8:25-8:40 We are going to go over students responses as a class. (15 min) 8:40- 9:00 I am going to teach them about high risk vs. low risk behavior. (Graphic Organizer) I will also talk to them about the importance of getting treatment. (20 min) 9:00- 9:20 Students will then be given their scenarios and will have time to practice them as a group. (20 min)

Day 2: 8:00- 8:20 Students will have time to put the final touches on their skits. (20 min) 8:20- 9:20 Students will perform their scenarios for the class. When each group is done we will discuss what they did that was good, bad, and what could have been done differently. (60 min)

My classroom will be grouped into clusters. Students will watch a YouTube video about a girl who goes to get tested. Students will brainstorm ideas/questions about topics (risky behavior, responsibilities, testing/treatment, informing your partner, abstinence) using the jigsaw puzzle. This fulfills the interpersonal MI. We are going to go over students responses as a class. Students will understand that it is important to get treatment if they acquire an STI. Students should understand the consequences so they understand what they risk when they have sex and what to do if the worst-case scenario happens. Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STI's.
 * Where, Why, What, Hook, Tailor: Interpersonal**

Students will know behaviors that increase your chances of acquiring an STI and the responsibilities you have if you acquire an STI or think you’ve acquired an STI (i.e. getting testing/treatment, informing your partner, etc.) I am going to teach them about high risk vs. low risk behavior. Students will fill out the high-low-no risk graphic organizer. I will also talk to them about the importance of getting treatment. Students will then be given their scenarios and will have time to come up with a response to the given scenario. This fulfills the logical MI. I will walk around and help them with their skits as well as make sure the skits are appropriate.
 * Equip, Explore, Rethink, Tailor: Logical**

Students will then be given their scenarios and will have time to practice them as a group. We will go outside (naturalist MI) and students will perform their scenarios for the class (Verbal, visual, & kinesthetic MI). When each group is done we will discuss what they did that was good, bad, and what could have been done differently. Students also have the option of coming up with multiple reactions to their scenario. They can either act them out or blog about them. If students blog multiple reactions they could discuss what would be the wrong reaction what reaction might be ok, what would be the reaction possible, what are some ways they could improve their own skit, etc.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Naturalist, verbal, visual, kinesthetic**

For homework, students will take what they learned in class and write a script imagining what they would say to their partner if they had an STI and post it in their blog. Students will comment on eachothers blogs and give feedback. I will also read the blogs and comment on student’s scripts. This connects the next lesson in which we’ll talk about empathy.
 * Evaluate, Tailor**

Reflection:

Content Notes:

Handouts: High-Low-No Risk graphic organizer