L6+McManus+Megan

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

Teacher’s Name:** Ms. McManus
 * Date of Lesson:**Contraception
 * Grade Level:** 9
 * Topic:** Sexually Transmitted Infections

__**Objectives**__

 * Student will understand that** there are various ways to protect ones self against STIs.
 * Student will know** the forms of protection and behaviors that can protect them from contracting an STI.
 * Student will be able to** talk about the protection and behaviors that can protect them from contracting an STI. Product: Students will take part in an edited version of a WebQuest I found online in which they get a chance to research the various ways to protect themselves from STIs.

__**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 STIs.

Students should be aware of what they can use to protect themselves so they can utilize those forms of protection and have a happier, healthier reproductive life.
 * Rationale:**

__**Assessment**__
Students will be assessed on their method worksheets. I will make sure that students understand what the method is, how it is used, where they can get it, and what the disadvantages and advantages are. I will make sure that the information they provide to the class is complete and accurate. Students also have the option of being assessed on their blog entry. This particular assignment is very flexible. Each student needs to come up with a plan to protect themselves. They need to write about what form of protection is best for them either now or in the future and why. They also need to write about a back up form of protection. Students do not have to let me read these entries; they just have to show me that they wrote out a plan. Students also do not have to post it to their blog. They can simply type up the reflection in a word document and if they so choose to post the entry as private.
 * Formative (Assessment for Learning)**

Students will be assessed on the skits they present at the end of the WebQuest. As a group, students will create a 3-5 minute mock promotional advertisement. The skit can be something like a fake commercial, rap, skit, poem, infomercial, etc. The point is to “clearly and creatively express a description the method and the advantages & disadvantages of the method.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will use their laptops to go on the internet and do the WebQuest I edited.

English: Students will be writing scripts for their presentations as well as blog entries.

__Groupings__
I will write down 10 different form of protection (both effectice and ineffective) and put them into a hat. Forms of protections that will be discussed include: dental dams, withdrawal, the birth control pill, Garadsil, the female condom, the male condom, the diaphram, IUD, surgical sterilization and abstinence. Students will pick a piece of paper out of the hat and will partner up with whomever has the same form of protection. Group size will vary according to size of the class.

__**Differentiated Instruction**__
Verbal: Students will report out as a group what method of contraception they researched. Logical: Students will use what they researched and learned from other classmates to decide what form of contraception is best for them. Visual: Condom commercial & WebQuest Intrapersonal: Students will reflect on what they learned in their blogs and in their plans. Interpersonal: Students will work in groups to research a form of protection. Musical: Music will play while students are working on their WebQuest.
 * 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 blog about what would be the best contraception for a behavior we discussed in lesson 3 on our high-low-no risk worksheet.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop cart Copies of method worksheet Projector

__Source for Lesson Plan and Research__
Gardasil- [] National Institute of Child Health and Human Development-- [] The Center for Disease Control-- [] The American Social Health Association-- [] Medline Plus-- [] Planned Parenthood -- [] NY State Dept of Health--[| http://www.health.state.ny.us/] World Health Organization-- [] International Herpes Alliance-- [] US Department of Health and Human Services-- [] Our bodies, Ourselves

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: Students can choose how they want to present the information they’ve gathered on the method they researched. Students will be provided with a variety of sources where they can access information on a given method. Students can extend the lesson by blogging about what would be the best contraception for a behavior we discussed in lesson 3 on our high-low-no risk worksheet Clipboard: Students will have clear, sequential directions. They will be provided with clear expectations as to what I want them to research and present to the class. Microscope: Students have the opportunity to research in detail a specific method of protection. They will also have the opportunity to listen to the details that other students have found. Puppy: I will work to create a comfortable, supportive environment in which students can feel free to ask questions and contribute to class discussion.
 * //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 be using their laptops to go on the internet and do an edited version of a WebQuest I found where they will have the opportunity to research a specific STI.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Strategies: Verbal: Students will report out as a group what method of contraception they researched. Logical: Students will use what they researched and learned from other classmates to decide what form of contraception is best for them. Visual: Condom commercial & WebQuest Intrapersonal: Students will reflect on what they learned in their blogs and in their plans. Interpersonal: Students will work in groups to research a form of protection. Musical: Music will play while students are working on their WebQuest.

Rationale:** Students will be assessed on their method worksheets. I will make sure that students understand what the method is, how it is used, where they can get it, and what the disadvantages and advantages are. I will make sure that the information they provide to the class is complete and accurate. Students also have the option of being assessed on their blog entry. This particular assignment is very flexible. Each student needs to come up with a plan to protect themselves. They need to write about what form of protection is best for them either now or in the future and why. They also need to write about a back up form of protection. Students do not have to let me read these entries; they just have to show me that they wrote out a plan. Students also do not have to post it to their blog. They can simply type up the reflection in a word document and if they so choose to post the entry as private. Students will be assessed on the skits they present at the end of the WebQuest. As a group, students will create a 3-5 minute mock promotional advertisement. The skit can be something like a fake commercial, rap, skit, poem, infomercial, etc. The point is to “clearly and creatively express a description the method and the advantages & disadvantages of the method.
 * //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__
Day 1: 8:00- 8:03 Hook (3 min) 8:03- 8:08 Explain what they are doing and get students into groups (5 min) 8:08- 9:20 WebQuest/start writing scripts http://questgarden.com/51/72/3/070523132156/index.htm

Day 2: 8:00- 8:50 Presentations 3-5 minutes mock promo (50 min) 8:50- 9:20 Discussion (30 min)

My room will be arranged using clusters. I will start off day 1 by showing my students a Trojan condom commercial. The commercial jokes about handing out “free” STIs and concludes by telling the audience to “evolve” and “use a condom every time”. This fulfills the visual MI. Students will understand that there are various ways to protect themselves against STIs. Students should be aware of what they can use to protect themselves so they can utilize those forms of protection and have a happier, healthier reproductive life. Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs.
 * Where, Why, What, Hook, Tailor: Visual**

Students will know the forms of protection and behaviors that can protect them from contracting an STI. On day 1, students are going to do a WebQuest in which they will research, in a group, one form of protection. Students will then report back to the class the information they found (verbal & interpersonal MIs) in the form of a to 3-5 minute mock promotional advertisement. The skit can be something like a fake commercial, rap, skit, poem, infomercial, etc. The point is to “clearly and creatively express a description the method and the advantages & disadvantages of the method. Music will play while students do their research and start writing their scripts for their skit. This fulfills the musical MI.
 * Equip, Explore, Rethink, Tailor: Verbal, Interpersonal, Musical**

Students will use the method graphic organizer to explore forms of protection. Students will be grouped by drawing a form of protection out of a hat. Students will discuss with their group and later on the class, the forms of protection and behaviors that can protect them from contracting an STI. Students will be able to create a plan to protect themselves from contracting an STI. During day 2 students will present their skits to the class. After presentations we will discuss as a class the worst forms of protection, the best forms of protection, which forms “completely” prevent against STIs, and which would work best for the high and low risk behaviors we talked about in lesson 3. This fulfills the logical MI. For homework after day 2, students will blog about (1) what would be the best one for them now or in the future or (2) what would be the best contraception for a behavior we discussed in lesson 3 on our high-low-no risk worksheet. I will also assess students based on the method worksheet.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical**

Students will assess themselves by blogging about (1) what would be the best one for them now or in the future or (2) what would be the best contraception for a behavior we discussed in lesson 3 on our high-low-no risk worksheet. This fulfills the intrapersonal MI. I will give immediate feedback on student’s skits. I will also respond to what students wrote on their method worksheets. I will not read students blog postings unless they want me too. Students will only have to show me that they created some sort of plan. They can set the blog entry private or choose not to post-it at all.
 * Evaluate, Tailor: Intrapersonal**


 * Content Notes**


 * Handouts**