L4+McManus+Megan

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

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

__**Objectives**__

 * Student will understand that** it is important to get treatment if they acquire an STI.
 * Student will know** that certain attitudes about STI’s can get in the way of the information we acquire, if we choose to get treatment, etc.
 * Student will be able to do** analyze the social issues and attitudes that contribute to the spread of 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 STI's.

Students will understand attitudes and issues that contribute to the spread of STI’s so they can have a better idea of where their information about STI’s is coming from and why the information could be right, wrong, biased, etc.
 * Rationale:**

__**Assessment**__
I will assess students based on our class discussions.
 * Formative (Assessment for Learning)**

Students will create a voice thread illustrating current issues on STI’s and the attitudes people take towards people with STI’s.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will use laptops and the internet to create and research things for their voice thread.

__Groupings__
Students will get into groups based on the months they were born in.

__**Differentiated Instruction**__
Verbal: Students will be talking in groups and as a class about their opinions. Logical: Students will think critically about what affects their opinions and attitudes Kinesthetic: Students will be walking around the room doing the STD carousel activity. Visual: Students needs to watch some sort of media for the current news activity. Intrapersonal: Students reflect in their journals what they think affected their answers to the carousel activity. Interpersonal: Students are in groups for the carousel activity as well as various other discussions. Musical: Music will play during the carousel activity.
 * 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**


 * Extensions**

__**Materials, Resources and Technology**__
Rent DVD DVD player Projector Copies of current news worksheet Copies of venn diagram sheet Newprint markers

__Source for Lesson Plan and Research__
Information on STI’s National Institute of Child Health and Human Development-- http://www.nichd.nih.gov/ 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/ Planned Parenthood -- http://www.plannedparenthood.org/ NY State Dept of Health-- http://www.health.state.ny.us/ National Digestive Diseases Information Clearinghouse: Hep B -- http://digestive.niddk.nih.gov/ Hepatitis B-- http://www.hepatitisinfo.org/ Immunization Action Coaliztion: Hep B-- http://www.vaccineinformation.org/ World Health Organization-- http://www.who.int/mediacentre/factsheets/fs204/en/ International Herpes Alliance-- http://www.herpesalliance.org/ Food and Drug Administration-- http://www.fda.gov/ US Department of Health and Human Services-- http://www.womenshealth.gov/

Other Resources: www.blogger.com http://voicethread.com/#home

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom), Clipboard (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations), Microscope (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and Puppy (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers)
 * //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 STI's Apply: create a plan to protect themselves from contracting an STI Perspective: analyze the social issues and attitudes that contribute to the spread of STI's Empathy: empathize with people who have STI’s. 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:** Verbal: Students will be talking in groups and as a class about their opinions. Logical: Students will think critically about what affects their opinions and attitudes Kinesthetic: Students will be walking around the room doing the STD carousel activity. Visual: Students needs to watch some sort of media for the current news activity. Intrapersonal: Students reflect in their journals what they think affected their answers to the carousel activity. Interpersonal: Students are in groups for the carousel activity as well as various other discussions. Musical: Music will play during the carousel activity.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** I will assess students based on our class discussions. Students will create a voice thread illustrating current issues on STI’s and the attitudes people take towards people with STI’s.
 * //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- 9:20 Watch Rent

Day 2: 8:00- 9:00 Watch Rent 9:00- 9:20 Blog a reflection of the movie & go over “Current News” homework

Day 3: 8:00- 8:15 Discuss “Current News” homework. (15 min) 8:15- 8:35 STI carousel activity (20 min) 8:35- 9:05 Discuss answers (30 min) 9:05- 9:20 Time to create voice thread (15 min)

For the first 2 days the classroom will be a half circle so the students can watch the movie. On the third day the desks will be arranged into a circle. During this lesson students understand that there are various ways to protect themselves against STIs. Students will understand attitudes and issues that contribute to the spread of STIs so they can have a better idea of where their information about STIs is coming from and why the information could be right, wrong, biased, etc. Students will demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in the prevention of STIs. I will have students watch the movie Rent as a hook for this lesson. This fulfills the visual MI. Where, Why, What, Hook, Tailor: Visual

Students will know what issues and attitudes influence how they view STIs and people with STIs. Most of the instruction and interaction with my students takes place during group discussions. We will discuss the “Current News” homework in class. This fulfills the interpersonal MI. Students will then walk around and do the STI carousel activity (kinesthetic MI). Music will be playing while students do this activity (musical MI). I will check for understanding in class based on students’ answers to the homework and carousel activity. I will also check for understanding in students’ blog entries and voice thread. This fulfills the intrapersonal and logical MIs. Equip, Explore, Rethink, Tailor: Interpersonal, Kinesthetic, Musical, Intrapersonal, Logical

Students will compare and contrast a media they looked at and the media of their other classmates through a class discussion. Students will fill out the “Current News” worksheet for homework. Later on in the lesson, students will break into group of 5 to do the STI carousel activity. (Experience) Students will think about their answers to the STI carousel and write in their journal what the think effected their answers. Students will think critically about the answers to the activities and discuss why some of feel certain ways and where these attitudes come from. Explore, Experience, Rethink, Revise, Refine, Tailor: Logical MI

Students will self-assess through their blog reflections, answers to the carousel activity, reactions to the current news homework, and class discussions. I will provide immediate feedback in the class discussion and as much as I can during the carousel activity. I will also respond to students’ blogs and voice threads. This connects to the next lesson HIV/AIDS and focuses on empathy.. Students need to have an understanding of where they get ideas, information, and pick up attitudes about sex and people with STIs before they can empathize. Evaluate, Tailor


 * Content Notes**


 * Handouts**