Promoting a Drug Free Lifestyle:“The Chain of Life”

Chiaki Yoshida Natalie Ford

INTASC Standard, Description & Rationale

Standard #7: Planning for InstructionThe teacher plans instruction that supports every student in meeting

rigorous learning goals by drawing upon knowledge of context areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Name of Artifact: Health Education Lesson Plan

Date: November 12, 2013

Course: EDUC 240

Brief Description: For this assignment, we developed a health education lesson plan that documents the steps we will utilize as an educator when teaching a health topic that promotes a drug free lifestyle to our students. In this lesson plan, we have included state standards, objectives, materials needed and method of instruction. Within the method of instruction, we detail how the lesson will be introduced, demonstrated, practiced and assessed.

Rationale: To document our understanding of Standard #7, Planning for Instruction, we have selected to include our Health Education Lesson Plan because this assignment demonstrates our ability to plan a lesson plan for our students that promotes a healthy drug free life style. This lesson plan also requires me to address different student’s abilities, while keeping the class on track. My knowledge of the curriculum and content areas are demonstrated in this lesson planning, as well.

Target Grade Level: 5th and 6th Grade

Duration of Activity: 30-40 minutes

Location: In a classroom with projector

National Health Education Standard

Standard #2: Students will analyze the influence of family, peers,

culture, media, technology, and other factors on health behaviors.

Indiana Health and Wellness Education Academic Standard

Standard #2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.•5.2.3: Identify how peers can influence healthy and unhealthy behaviors.

Student Objectives• Students will be able to

identify positive influences that promote healthy behaviors and a drug free lifestyle.• Students will be able to

distinguish the negative effects using drugs has on their lives.

• Students will be able to define drugs and distinguish the difference between drug use and drug abuse• Students will be able to

identify the effects of drugs on the body and the consequences of drug abuse.

Materials Needed:• Pre-cut construction paper strips• Pre-made chain with positive influences•Glue sticks•Markers•Drug facts PowerPoint

Preparation:1. Make pre-made chain for lesson activity.

a) Cut construction paper into about 5 or 6 strips of equal size (more specifically 1 x 8 1/2in.).

b) On each strip, write with a marker positive influences in your life that prevent you from participating in unhealthy behaviors (drugs).

c) Glue each strip individually/interlocking to create a chain.

2. Cut construction paper into multiple strips, of equal size (1 x 8 1/2in.), ideally one strip per student.

3. Create Drug Free PowerPoint with drug research and facts.

Introductory Activity

Slide 1

Ask students to define what they think a drug is. Discuss legal definition of drugs, and the difference between drug use and abuse

Slide 2

Ask students how they think drugs will harm your body. Discuss the effects of drugs on the body.

• Present “Drug Free PowerPoint” to class.• Ask open-ended/non-directed questions throughout

the PowerPoint to keep students engaged.

Slide 3

Ask students to list consequences of illegal drug use. Discuss the consequences of drug abuse.

Ask students what kind of impact they believe illegal drug use has on society. Discuss the impact of drugs on society.

Slide 4

Lesson Activity• After presenting the “Drug Free PowerPoint” to students, show

students your pre-made “Chain of Life.”• Explain to students how each individual chain represents a positive

influence present in your life that prevents you from participating in unhealthy behaviors.

• Ask for two volunteers to come up and “gently” test the strength of the chain (before the use of illegal drugs) by pulling on their separate end of the chain while still intact.

• Begin to discuss to class that every time you do drugs you are breaking down and ruining all of those positive influences and relationships.• Demonstrate this by placing small tears in each separate chain link each time

you “do/take a drug” • Each time you make a tear in a chain link, have your two volunteers

pull the chain apart. • By the end of the activity the chain will end up breaking, and what was

once a strong stable chain is now destroyed due to the use of drugs.

Assessment Activity

1. Hand out individual strips to students. 2. Instruct students to write one positive

influence that prevents them from participating in unhealthy behaviors on front, then, turn strip to back and instruct students to write one fact they learned from the lesson.

3. Glue classroom chain, link by link, together and hang in classroom as a daily reminder to participate in healthy behaviors.

Assessment RubricGrading Criteria

5 4 3 2 1 0 Points Possible

Points Earned

1 Fact Written on

Back

Fact is correct &

was part of lesson

Fact is partially

correct & part of lesson

Fact written, but not part of lesson

Incorrect fact Incorrect fact & not part of

lesson

No fact written 5

1 Positive Influence Written on

Front

Positive influence on target, creative & relevant

Positive influence

weak, similar to other

students’

Positive influence

very weak, shows little creativity

Attempts to write,

inconsistent with topic & not

relevant

Little attempt, uncreative, off

task

No attempt 5

Participation Plays an active role

in discussions

Participates constructively

in discussions

When prepared,

participates constructively

in discussions

Student rarely contributes to

class by offering ideas and

asking questions

Comments vague if given;

frequently demonstrates

lack of interest

No interest, No participation

10

Total: 20

Accommodations• Visually/Hearing Impaired

• Sit up front to see and hear better.

• Have extra sample chain on hand for visually impaired student to see up close or feel.

• Physically Impaired/Cannot Write• Verbally discuss with student

their positive influence.• Teacher can make chain for

student

Safety Concerns

• Non-toxic, washable glue sticks (just incase a student decides to ingest… you never know! )• Have a first aid kit on

hand for any potential paper cuts.

References• Kovar, S. K., Combs, C. A., Campbell, K., Napper-Owen, G., & Worrell, V. J. (2012).

Elementary classroom teachers as movement educators (fourth ed.). New York, NY: McGraw Hill Companies.

• National Institute on Drug Abuse. (2013, October 24). Teachers guide: effects of drugs of abuse on the brain. Retrieved from http://teens. drugabuse.gov/educators/curricula-

and- lesson-plans/mind-over-matter/mom-teachers-guide/effects-drugs-abuse-brain• Office of the Indiana Attorney General. (n.d.). Hear their stories. Retrieved from

http://www.in.gov/bitterpill/• Tassava, S. (2011, February 28). How to stay healthy & away from drugs. Retrieved from

http://www.livestrong.com/article/393703-how-to-stay-healthy-away- from-drugs/• The Nemours Foundation. (2013). Grades 3 top 5:health problems series. Retrieved from

http://classroom.kidshealth.org/index.jsp?Grade=35&Section=problems• University of Maryland Medical Center. (2013, March 31). Drug abuse: definition. Retrieved

from http://umm.edu/health/medical/ency/articles/drug-abuse