Edu lesson plan
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School
Grand Canyon University *
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Course
520
Subject
Medicine
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by PresidentManateePerson803
Middlesex County College
Lesson Plan Format
EDU 280
Student name: Kelly Schunk Professor McMahon Spring 2014
Grade level: 6
th
Grade
Content area: Health
Specific topic: Safe Prescription Drug Use Approximate time of lesson: 60 minutes
1.
Educational Standards: New Jersey State Learning Standards
Medicines come in a variety of forms (prescription medicines, Over-the-counter medicines,
medicinal supplements), are used for numerous reasons, and should be taken as directed in
order to be safe and effective.
2.3.6. A.1 Compare and contrast short- and long-term effects and the potential for abuse of
commonly used over-the-counter and prescription medicines and herbal and medicinal
supplements.
2.3.6. A.2 Compare information found on over-the-counter and prescription medicines.
There is a strong relationship between individuals who abuse drugs and increased intentional
and unintentional health-risk behaviors.
2.3.6. B.1 Explain the system of drug classification and why it is useful in preventing substance
abuse.
Substance abuse is caused by a variety of factors.
2.3.3. C.1 Summarize the signs and symptoms of a substance abuse problems and the stages that
lead to dependency/addition.
2.3.6 .C.2 Explain how wellness is affected during the stages of drug dependency/addition.
Objective:
a)
Students will be able to describe the negative effects of abusing prescription drugs by summarizing the signs and symptoms after watching short video clip with 80% accuracy. b)
Students will be able to identify situations where the use of drugs can impair decision making by doing works sheets that portray scenarios and 100% accuracy on identifying harmful circumstances.
c)
Students will be able to list all illegal and prescription drugs by labeling which are prescribed and which are street with 80% accuracy. 2.
Anticipatory Set:
Students will be introduced to the topic of Opioids by brainstorming. Students will write on
a poster one thing they know about Opioids. After watching short YouTube video https://youtu.be/oHlaz0kQlRE the teacher will use a red marker to circle the wrong answers, and a green marker to circle the correct answers the students put while brainstorming. Students will then participate in whole group discussions to talk about the new information received from Opioid video played in class. 3.
Materials:
a)
Posters
b)
Markers
c)
Notebooks
d)
Work sheets
e)
Internet for YouTube video.
4.
Procedures and Learning Strategies: a)
Students will get into groups of 2-4 and share with each other their background knowledge on the opioid crisis.
b)
Students will describe what opioids are and what are they used for.
c)
Students will recall and list how the opioid crisis started and what people use when they
are no longer provided with opioids.
d)
Students will describe how or why opioids are addicting.
e)
Students will identify and list the effects of opioid abuse.
f)
Student will analyze the states that are majorly effected by the opioid crisis.
g)
Students will identify the legal action that accrues to people who abuse opioids.
h)
Students will turn and talk about the way people who are addicted can get help. Name programs that are available.
i)
Students will turn and talk about the proper use of this prescription drug.
j)
Students will identify who are the people who need opioid and why it must still be made.
Differentiated instruction: A. Special needs students (During Procedures): Students will be provided with worksheets that have specific textual evidence documented. Students must identify the correct character trait that matches the text. Some students will be provided with a word bank if the task proves to be
too challenging. Students may use class resources such as dictionaries to define words. B. Gifted and Talented students (During Independent Practice): Independently, using the identified character traits, students will write a one- page prediction of the progression of the opioid crisis. Their prediction must identify cause, effect and results.
5.
Guided practice:
a)
Students will assemble into groups that are assigned by the teacher. b)
The students will be responsible for establishing roles in their cooperative learning groups (time keeper, note taker, presenter, and leader).
c)
Students will work together to find out the negative effects of abusing prescription drugs, reasons why using drugs can impair someone’s decision making, and making a list of all illegal drugs.
d)
Students will assist each other with the work. The teacher will walk around the class, providing feedback and answering any questions the students have. e)
Formative assessment: Students will each receive an index card where they will write down either a negative effect of abusing prescription drugs or why a drug is considered illegal. The teacher will then read 2-3 responses out loud that are correct and 1-2 responses that do not demonstrate mastery. Students with rate each response with a “thumbs up or thumbs down.” Based on responses, students will be pulled for small group instruction with the special education teacher. f)
Students will have to cite specific evidence to support their answers. g)
Students will work together to complete a teacher created chart that illustrates the negative effects of abusing prescription drugs and why certain drugs are considered illegal. 6.
Closure and Extension Activity:
a)
Provide an opportunity for students to actively organize or summarize the lesson in a whole group format. Teacher can answer student questions, clarify, and assess understanding of the lesson to determine if additional instruction/ differentiation is needed.
b)
Students will choose a presenter for each group who will present the chart to the class during whole group instruction time.
c)
Students will provide the teacher with information and evidence as he or she creates a whole class chart
d)
Students will receive feedback from the teacher as each group participates in a classroom discussion. 7.
Independent practice:
Students will be given a worksheet to do independently. Students will identify the correct use and incorrect use of prescription drugs, who can prescribe prescription drugs, and describe tell signs of abuse. 8.
Assessment:
a)
Pre- assessment: Students will brainstorm during anticipatory set. Students will write on
a poster one thing they know about Opioids.
b)
Formative: Students will each receive an index card where they will write down either a
negative effect of abusing prescription drugs or why a drug is considered illegal. The teacher will then read 2-3 responses out loud that are correct and 1-2 responses that do not demonstrate mastery. Students will then rate each response with a “thumbs up or thumbs down.” c)
Summative: Students will use index card as their exit slip out of class. The students will write down three new facts that they learned during the lesson.
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