edld+5364+UDL+Personal+Lesson+Plan

** Lesson Overview ** || ** Title: ** Alcohol what do you know? ||  ||  We will discuss the various types of control substance and their effects on the body. We will identify and practice useful strategies for refusing different substances. ** Strategic Network ** – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process). We will discuss the various method of recovery from addiction. || Understanding the components and effects of alcohol. Short-term and long-term effects of drinking. Recognizing factors that influence alcohol use. ||
 * Jesse Cole UDL **
 * = CAST’s UDL LESSON BUILDER  =
 * ** Author: ** || Jesse Cole  ||
 * ** Subject: ** || Health  ||
 * ** Grade Level(s): ** || 9-12  ||
 * ** Duration: ** || 50 min. class periods  ||
 * ** Subject Area: ** || Substance Abuse  ||
 * Unit Description: ||  This unit examines the dangers of using various control substances.
 * Lesson Description for Day: ||  Introduction to alcohol and how it is made.
 * State Standards:

National Standards ||  TEXAS TEKS (4) Health information. The student investigates and evaluates the impact of media and technology on individual, family, community, and world health. The student is expected to: (4a) analyze the health messages delivered through media and technology. ** Affective Network ** – Provide adjustable levels of challenge: (4b) explain how technology has impacted the health status of individuals, families, communities, and the world. . ** Affective Network ** – Provide adjustable levels of challenge:

(7a) analyze the harmful effects of alcohol, tobacco, drugs, and other substances such as physical, mental, social, and legal consequences. Students will demonstrate the ability to access valid health information. Students will analyze influences of culture and media on health. Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will demonstrate the ability to use decision-making skills to enhance health. || ** Goals ** Students will be able to classify the behaviors of substance use, misuse, and abuse. ** Recognition Network ** – Provide multiple examples, show the range of examples, provide examples and counter-examples.
 * **//Unit Goals: //** || // Students will be able to access help for substance abuse and addiction. // ** Strategic Network ** – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process).

// Students will demonstrate the ability to apply their knowledge of substance abuse in a real life situation. // ** Strategic Network ** – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process). . ** Affective Network ** – Provide adjustable levels of challenge:

// Students will be able to identify health risks related to nicotine, alcohol, and substance abuse. // ** Recognition Network ** – Provide multiple examples, show the range of examples, provide examples and counter-examples. || Students will understand the components and effects of alcohol. ** Strategic Network ** – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process).
 * ** Lesson Goals: ** || The students will identify what they already know about alcohol. ** Recognition Network ** – Provide multiple examples, show the range of examples, provide examples and counter-examples.

Students will link the effects of alcohol and consequences as it relates to the law. Students will identify short-term and long-term effects of drinking. ** Strategic Network ** – Provide flexible opportunities for demonstrating skill. (e.g., written, oral, or visual presentation, explanations, word process). || ** Methods **
 * **// Anticipatory Set: //** || // Hand a K.W.L. chart to each student and give students about 3 minutes to write down what they know about alcohol. Regain the class attention, collaborate their knowledge and write it on the whiteboard. Then give them a couple more minutes to write down any questions that they have about alcohol. Once again regain the class attention and write their questions on the board. At the end of the unit you will have the students write in the final section of the chart, what they learned about alcohol. This is a good way to get your students thinking in the right mode and is an excellent way to introduce a unit. This should only take about 10 to 15 minutes. // .** Recognition Network ** – Provide supports for limited background knowledge, and establish a context for learning

 || // Key Terms: // Ethanol Blood Alcohol Content Fermentation Distillation Synergistic Effect // This should take 30 minutes. // || ** Affective Network ** – Offer choices of content and tools  ||
 * **// Introduce and Model New Knowledge: //** || // Using power point on topic what the drinker should know. Cover the 10 points of what a responsible drink needs to remember any time he/she starts to drink. //
 * **// Provide Guided Practice: //** || // Using the following link //**// [] //** // introduce and cover what is BAC, and how it relates to the drinking and driving, a person overall health. This will take the remainder of the class period. Students may access via smart phones, and in-class computer stations. //
 * **// Provide Independent Practice: //** || // Students will complete the concept mapping worksheet, this will reinforce the lesson by provide practice using a visual representation of new definition and there relationship to the topic. // ** Recognition Network ** – Provide multiple examples, show the range of examples, provide examples and counter-examples.

  ||  ** Assessment ** Concept Mapping worksheet || ** Materials ** K.W.L. worksheet Quiz lesson 1 chapter 22 ||
 * ** Formative/Ongoing Assessment: ** || K.W.L. worksheet during lecture.
 * ** Summative/End Of Lesson Assessment: ** || Lesson quiz on Topic. 10 questions. ||
 * Glencoe Health Book Chapter 21, 22, 23 ||
 * Coordinated School Health program: Healthy & Wise ** Affective Network ** – Offer choices of content and tools  ||
 * [] ** Affective Network ** – Offer choices of content and tools  ||
 * Worksheet Concept mapping Ch.22
 * Power Point on Alcohol ||