Stephen+Gross

Students will be able to identify the concepts related to Blood Alcohol Concentration (B.A.C) and how it differs between individuals. . || __Blood Alcohol Concentration__ (BAC): the amount of blood in a persons body __Toxin__: a substance that is poisonous __Proof__: a measure of the amount of alcohol in a beverage || At the completion fo the lesson, students should be able to determine how B.A.C can be influenced what indicators will determine how it will affect each individual. Students will be evaluated on their ability to accurately describe what they have learned and how they utilized the available resources in a short essay. This short essay will be graded by use of a simple rubric. ||
 * Daily Lesson GAME Plan - Problem Based Learning ||
 * < **Lesson Title**: Factors that Affect B.A.C |||||| **Related Lessons**: Addiction ||
 * < **Grade Level**: 11 |||||| **Unit**: Alcohol ||
 * ==GOALS== ||
 * **Content Standards**:
 * Comprehend concepts related to health promotion and disease prevention to enhance health
 * Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks ||
 * **ISTE NETS-S**
 * Creativity and innovation
 * Communication and collaboration
 * Critical thinking, problem solving, and decision making
 * Technology operations and concepts
 * Research and information fluency
 * Instructional Objectives**: Students will be able to identify terms associated with alcohol (i.e. Proof, B.A.C).
 * ==ACTION== ||
 * **Before-Class Preparation**: Reserve the computer lab. Bookmark sites with B.A.C software calculators. Print-out handouts powerpoint presentation. Print-out Blood Alcohol Concentration (BAC) charts in case internet is unavaible ||
 * **During Class** ||
 * < **Time** ||||< **Instructional Activities** |||| **Materials and Resources** ||
 * < # 5- 10 minutes
 * 1) 10 minutes
 * 2) 10 - 15 minutes
 * 3) 20 minutes - Homework ||||< # Capture students' questions, concerns, assumptions, or stereotypes related why alcohol affects people differently using a KWHL chart or concept-mapping software. Collect and review the responses with students at the end of the allotted time.
 * 4) Define and discuss the terms associated associated with alcohol (e.g., Proof, Blood Alcohol Concentration, Toxin). Idenify factors that affect BAC (e.g., body weight, percentage of body fat, gender, feelings, presence of other drugs, age, drinking of carbonated beverages) Discuss what happens when B.A.C increases in a person who drinks alcohol. Discuss the percentage of fatally injured drivers with a B.A.C >.08
 * 5) Studens will utilize the information they have been provided along with information they will provide in order to accurately identify how alcohol will effect them if they were to consume alchohol.
 * 6) Students will compose a short essay (2-3 paragraphs) explaining the way alchohol affects an individuals. Students will also identify their finding as they relate to their use of the B.A.C calculator they used on the internet |||| # Word- Processing or concept-mapping software
 * 7) Powerpoint Presention software will support lecture/discussion and provide images/graphs
 * 8) Internet access, use of B.A.C calculator
 * 9) Paper and Pencil or use of word processor ||
 * **Notes:**
 * **Note student groupings, environmental modifications needed, etc**: Students will be conduct a breif class discussion at the beginning of the lesson. Emphasis will be placed on students actively participating in the discussion. The remainder of the lesson students will complete work independently. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s**): Check for student understanding about the factors that affect BAC and the dangers associated with having a high BAC level.
 * Accommodations and Extensions**: Students may require additional instruction on the Affects of BAC. Some students may require information to be provided in written form as well as it being read to them in order to obtain comprehension.
 * Back-Up Plan**: Students can conduct this activity with paper, pencil, and use of BAC chart. Although the chart is not as accurate as the calculator provided on the internet it is still a viable learning tool. It should be noted that more time would be alloted if internet and other resources are not available ||
 * ==EVALUATE AND EXTEND==
 * Be specific and include the evaluation that you will use for this lesson**:
 * Catagory || 4 points || 3 points || 2 points || 1 point ||
 * < Introduction ||< First paragraph has a \"grabber\" or catchy beginning. ||< First paragraph has a weak \"grabber\". ||< A catchy beginning was attempted but was confusing rather than catchy. |||| No attempt was made to catch the reader\'s attention in the first paragraph. ||
 * < Spelling and Punctuation ||< There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. ||< There is one spelling or punctuation error in the final draft. ||< There are 2-3 spelling and punctuation errors in the final draft. |||| The final draft has more than 3 spelling and punctuation errors. ||
 * < Focus on Assigned Topic ||< The entire essay is related to the assigned topic and allows the reader to understand much more about the topic. ||< Most of the essay is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. ||< Some of the essay is related to the assigned topic, but a reader does not learn much about the topic. |||| No attempt has been made to relate the essay to the assigned topic. ||
 * < Organization ||< The essay is very well organized. One idea or scene follows another in a logical sequence with clear transitions. ||< The essay is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. ||< The essay is a little hard to follow. The transitions are sometimes not clear. |||| Ideas and scenes seem to be randomly arranged ||

The ability to have students use a BAC calculator to demonstrate how alcohol will affect them is very interesting and students are very interested in the results. It is also been my experience that students at this age are very close to gettting their drivers licence and are in need of this information as it pertains to drinking while driving consequences.
 * LESSON REFLECTIONS AND NOTES**:
 * References**:

Cennamo, K., Ross, J. & Ertmer, P. (2009//). Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Source: Joint Committee on National Health Eduation Standards (2007) || Students will be evaluated on their ability to accurately describe what they have learned and how they utilized the available resources in a persuasive/agrumentive essay. This short essay will be graded by use this simple rubric. ||
 * = Daily Lesson GAME Plan - Online Collaboration Lesson = ||
 * < **Lesson Title**: Drinking Age? |||||| **Related Lessons**: Factors that Affect B.A.C ||
 * < **Grade Level**: 11 |||||| **Unit**:Alcohol ||
 * ==GOALS== ||
 * **Content Standards**:
 * Students will demonstrate the abolity to access valid information and products and services to enhance health
 * Student swill demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
 * Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors
 * **ISTE NETS-S**
 * Communication and Collaboration
 * Research and information Fluency
 * Digital Citizenship
 * Instructional Objectives**: Students will research data related to alcohol consumption. Students will collaborate and communicate their findings about why people choose to drink alcohol. Students will also convey their thought about the current minnimum drinking age and provide evidence for or against it. ||
 * ==ACTION== ||
 * **Before-Class Preparation**: In preperation of this class I wil need to reserve time in our computer lab. The computer lab will provide students with a computer and access to the web in order to conduct their research. Print out handouts for back-up plan. Print out information detailing elements that are essential in a argumentive or persuasive essay. Create a class wiki page that students can post their persuasive/agrumentive essay as well as comment on peers essays. ||
 * ** During Class ** ||
 * < **Time** ||||< **Instructional Activities** |||| **Materials and Resources** ||
 * < # 5 - 10 minutes
 * 1) 15 - 20 minutes
 * 2) 20 - Homework ||||< # Capture students' questions, concerns, assumptions, or stereotypes related to why people drink alcohol as well the current drinking age requirement using a KWHL chart or concept-mapping software. Collect and review the responses with students at the end of the allotted time.
 * 3) Students via the internet will conduct searches for research conducted on //Why People Drink//? as well as //Information pertaining to the current drinking age requirement//.
 * 4) Students will compose persuasive or argumentative essay dealing with the current drinking age requirement. They will post their essay on class wiki page as well as post comments to atleast two of their fellow peers essays by the end of the the week. |||| # Computer/Word- Processing or concept-mapping software
 * 5) Computer & Internet Access
 * 6) Online Collaboration by way of student wiki page ||
 * Note student groupings, environmental modifications needed, etc: In order to help students with individual needs I will supply each student with an example of a well written persuasive essay. This copy will highlight the essential components needed when they complete their own essay. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Check for student understanding about the current legal drinking age as well as the reason why most people drink alcohol.
 * Accommodations and Extensions**: Students may require additional guidance on how to adquately compose a persuasive or argumentative essay. In order to address this need I will provide them with web resources that will quide them in their writing. I will also may require instruction on how to post their essay to the class wiki page and post comments. I will provide them with a list of instructions on how to properly post and comment.
 * Back-Up Plan:** Student can conduct this activity with paper and pencil and use of articles found in our library. ||
 * ==EVALUATE AND EXTEND==
 * Be specific and include the evaluation that you will use for this lesson**:
 * Category || 4 points || 3 points || 2 points || 1 point ||
 * < Attention Grabber ||< The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. ||< The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. ||< The author has an interesting introductory paragraph but the connection to the topic is not clear. |||| The introductory paragraph is not interesting AND is not relevant to the topic. ||
 * < Position Statement ||< The position statement provides a clear, strong statement of the author\'s position on the topic. ||< The position statement provides a clear statement of the author\'s position on the topic. ||< A position statement is present, but does not make the author\'s position clear. |||| There is no position statement. ||
 * < Focus or Thesis Statement ||< The thesis statement names the topic of the essay and outlines the main points to be discussed. ||< The thesis statement names the topic of the essay. ||< The thesis statement outlines some or all of the main points to be discussed but does not name the topic. |||| The thesis statement does not name the topic AND does not preview what will be discussed. ||
 * < Support for Position ||< Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument. ||< Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. ||< Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |||| Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||
 * < Evidence and Examples ||< All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. ||< Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. ||< At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position. |||| Evidence and examples are NOT relevant AND/OR are not explained. ||
 * < Accuracy ||< All supportive facts and statistics are reported accurately. ||< Almost all supportive facts and statistics are reported accurately. ||< Most supportive facts and statistics are reported accurately. |||| Most supportive facts and statistics were inaccurately reported. ||
 * < Sequencing ||< Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought. ||< Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought. ||< A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. |||| Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. ||
 * < Closing paragraph ||< The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph. ||< The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph. ||< The author\'s position is restated within the closing paragraph, but not near the beginning. |||| There is no conclusion - the paper just ends. ||
 * < Sources ||< All sources used for quotes, statistics and facts are credible and cited correctly. ||< All sources used for quotes, statistics and facts are credible and most are cited correctly. ||< Most sources used for quotes, statistics and facts are credible and cited correctly. |||| Many sources are suspect (not credible) AND/OR are not cited correctly. ||
 * Wiki Collaboration/Commication || Communicates and relays a great deal authenitic and helpful information in comment posts. || Communicates and relays a some authenitic and helpful information in comment posts. || Communicates and relays very little authenitic and helpful information in comment posts. |||| Does not communicate any information to peers. ||

LESSON REFLECTIONS AND NOTES:

Cennamo, K., Ross, J. & Ertmer, P. (2009//). Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving excellence, 2nd ed. Atlanta, GA:Amercan Cancer Society ||
 * References:

= Daily Lesson GAME Plan = || // Source: Joint Committee on National Health Education Standards (2007) // || // Source: (Cennamo, Ross, & Ermer, 2009, pg. 310) // 15 Minutes 20-25 Minutes 5-10 minutes 30 minutes 40 minutes __ Day 4 __ 40 minutes |||| Students will view a sample Public Service Announcement created by a professional Television Production. The class will have a brief discussion about the PSA and what aspects were present that they should include in their own PSA. Students will be groupings of five students each. Each group will begin reviewing and researching information about alcohol that should be presented in their P.S.A. Students will begin story boarding/scripting their PSA. Students will complete their story board and submit it for teacher review. Students will begin production of their P.S.A video. Students will review and edit their P.S.A video. This class will allow students to add and text or audio to their video. Students will present their P.S.A video to fellow classmates. Students will briefly discuss each video after each presentation. || T.V & DVD/Video Storyboard work sheet. [] Camcorder, microphone, tripod Video editing software. T.V or Projector w/ sound || The P.S.A Video that students will complete will be graded by the rubric that follows: ||
 * = Digital Storytelling: =
 * ** Lesson Title ** : Alcohol P.S.A |||| ** Related Lessons ** : B.A.C & Drinking Age? ||
 * ** Grade Level ** : 11 |||| ** Unit ** : Alcohol ||
 * == GOALS == ||
 * ** Content Standards: **
 * Students will demonstrate the ability to access valid information and products and services to enhance health
 * Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
 * Students will analyze the influence of family, peers, culture, media, technology, and other factors and health behaviors
 * ** ISTE NETS-S **
 * Creativity and Innovation
 * Communication and Collaboration
 * Research and Information Fluency
 * Critical thinking, Problem Solving, and Decision Making
 * Digital Citizenship
 * Technology Operations and Concepts
 * Instructional Objectives ** :
 * Students will be able to review and access all previously learned material about alcohol
 * Students will develop a Public Service Announcement (PSA) about the harms of alcohol use. ||
 * == ACTION == ||
 * ** Before-Class Preparation ** : In preparation for this lesson I will need access to our school computer lab that has video editing software. The lesson will also require the signing out of camcorders, tripods and microphones. All of these are accessible in our school television studio. The use of a large T.V or projector with sound is needed to view the end products at the conclusion of this lesson. Copies of Digital Storyboarding Worksheet. ||
 * ** During Class ** ||
 * ** Time ** |||| ** Instructional Activities ** || ** Materials and Resources ** ||
 * **__ Day 1 __**
 * __ Day 2 __**
 * __ Day 3 __**
 * ** Note student groupings, environmental modifications needed, etc: ** The students will be homogeneously grouped. This will allow for me to give those groups’ lower level students more attention when they are in need of assistance. The groupings also prevent lower level students from relying so heavily on their more skilled counterparts. ||
 * == MONITOR == ||
 * ** Ongoing Assessment ** (s): Check for understanding about the requirements of the project. Oversee each group members input into the production of their P.S.A. Monitor student collaboration by use of general observation and provide prompts for groups that need assistance.
 * Accommodations and Extensions ** : Students may need additional instruction on how to utilize the video editing software. Students may also need additional instruction on how to construct their storyboards. Examples of a completed storyboard will be supplied to each group.
 * Back-Up Plan ** : This lesson is contingent on the availability of our T.V television studio and it’s video editing software computer lab. If these are not available the assignment will ask students to develop a skit for the class incorporating many of the aspect that they would have presented in their video. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:
 * Category || 4 Points || 3 Point || 2 point || 1 point ||
 * ** Point of View - Purpose ** || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * ** Storyboard ** || Storyboard is complete with sketches for each scene, detailed notes on titles, transitions, special effects, sound, etc. Storyboard reflects outstanding planning and organization for the visuals in the video. || Storyboard is relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects effective planning and organization for the visuals in the video. || Storyboard has glaring omissions in scene planning. There are some sketches, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects attempts at planning and organization for the visuals in the video. || Storyboard is not done or is so incomplete that it could not be used even as a general guide. Storyboard reflects very little planning of the visuals. ||
 * ** Script ** || Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional. || Script is mostly complete. It is clear what each actor will say and do. Script is shows planning. || Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete. || There is no script. Actors are expected to invent what they say and do as they go along. ||
 * ** Point of View - Awareness of Audience ** || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness of the needs and interests of the target audience. ||
 * ** Voice - Consistency ** || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * ** Images ** || Video Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Video Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * ** Duration of Presentation ** || Length of presentation was 4 minutes. || Length of presentation was 3 minutes. || Length of presentation was 2 minutes. || Presentation was less than 2 minutes long OR more than 4 minutes. ||
 * ** Teamwork ** || Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. || Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. || A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. || Meetings are not held AND/OR some team members do not contribute a fair share of the work. ||

This lessons duration is dependent upon having students work cooperatively and efficiently. The ability to instruct students how to complete the task must be clear and to the point. Our time within the T.V studio lab will need to be used properly and students must work with a sense of urgency in order to accomplish lesson objectives within the four day time period. The fact that our school has such technology is very critical to the implementation of such a lesson and would be more difficult to accomplish if we did not have these resources.
 * LESSON REFLECTIONS AND NOTES: **

References: Cennamo, K., Ross, J. & Ertmer, P. (2009// ). Technology integration for meaningful classroom use: A standards-based approach //. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving excellence, 2nd ed. Atlanta, GA:Amercan Cancer Society

Story Board Worksheet retrieved from []