Instructional Lesson Plan

(Coded per MA Professional Standards for Teachers)

Lesson/Unit Title
I
Goals and Objectives
A Lesson Goals

What are the goals for this lesson?

(A1, A2, A3, A5, A8, A9, D3)

Given the information from this PowerPoint students will be able to

understand how alcohol can affect you as a student athletic
performance, how it can affect your muscle development/recovery,
ability to learn new strategies/plays, and how it also affects your
nutrition.
How do the lesson goals integrate with unit goals?
This lesson goal integrates with my overall unit goals because it helps
students be aware about drugs especially as an athlete. The
PowerPoint includes how it can affect your muscle
development/recovery, ability to learn new strategies/plays, and how it
also affects your nutrition. Over the course of these lesson plans, given
the information provided students will be able to use this information
throughout their daily lives and it will also make students aware of
whats out there.
Why are the lesson goals suitable for this group of students?
Its suitable for this 10th/11th grade of students because it aligns to the
standards for health that Im teaching today.
B Lesson Objectives

What are specific behavioral objectives that meet lesson goals?

(A5, B1, B2, B3, B4)

Students will be able to understand how it can affect your muscle

development/recovery, ability to learn new strategies/plays, and how it
also affects your nutrition. The lesson will start with an open-ended
question and then they will have an activity at the end of the lesson.
Students should have retained at least 75% of what was taught.

C Curriculum Frameworks
Standards Addressed*
(List # and text of standards.)

http://www.doe.mass.edu/frameworks/health/1999/physical.html

9-12

Body Systems
1.11 Describe the impact of behavior and environment on fa
Life Cycle
1.12 Describe the growth patterns and body changes within
development.
1.13 Describe how both heredity (including congenital facto

D Technology/Resources
Needed
(A3, A6, A7, B2f)
(Use bulleted lists.)

Content Resources (books,

articles, speakers, handouts,
community resources, etc.)

Software/Web Resources (CDROMs, DVDs, URLs, etc.)

Polleverywhere

NONE

E Levels of Critical Thinking

Hardware (computers, TV, DVD

player, etc.)

Other media, video, satellite, etc.

Computer
Check all that apply.

Powerpoint and overhead screen

(Blooms Revised Taxonomy)

(A1, A2, A3, A5, B2e, D1, D2)

_x_ Remembering
_x_ Understanding

21st Century Learning and

Innovation Skills**

Check all that apply.

(D1, D2, D4)

_x_ Creativity and Innovation

_x_ Applying
_x_ Analyzing

_x_ Evaluating
_x_ Creating

_x_ Critical Thinking and Problem Solving

_x_ Communication and Collaboration
_x_ Information, Media, and Technology Skills
II
Instructional Plan
A Pre-Instruction
(A4, A9, B1, D1-3,, E1-2 )

What student needs/interests/prior learning will be a foundation for this

lesson?
Before the lesson students should be knowledgeable about alcohol and
what is out there for athletes that can risk their career and their body.
Other than that, they dont need to know much information since its a
new lesson and this is a new topic/perspective
How will you engage students in lesson content?
At the start of the lesson I plan on engaging the students with a Poll
Everywhere question and then seeing the results. This will also start
the discussion into the subject especially since its a student based
open-ended questions. This will hopefully get their attention and
wanting them to learn more.
What curriculum connections can you make to broader content area
knowledge?
With the information given, students will be knowledgeable about their
overall health as an athlete the risks that come from drinking alcohol
and what it can do to you both physically and mentally.

A. Instruction
(B2, D3)

Presentation of new material

Teacher role

Student role

Pull up the powerpoint

Students will be paying attention

Start with Polleverywhere

Go through the slides
Start with the how it will affect
your muscle/recovery
Go through the ability to learn
Go through the nutrition facts
To end I will have an activity for
students to realize what its like
to be a student athlete who
drank the day before compared
to someone who hasnt.

while Im going through the

PowerPoint and answering when
questioned. At the end, students
will be testing their knowledge by
an activity.

Application (moving from guided, scaffolded practice to increasingly

independent practice/gradual release of responsibility)
Teacher role
Student role
Pull up the powerpoint
Start with Polleverywhere
Go through the slides
Start with the how it will affect
your muscle/recovery
Go through the ability to learn
Go through the nutrition facts
To end I will have an activity for
students to realize what its like
to be a student athlete who
drank the day before compared
to someone who hasnt.

B. Closure
(B3)

Students will be paying attention

while Im going through the
PowerPoint and answering when
questioned. At the end, students
will be testing their knowledge by
an activity.

How will you wrap up the lesson and anticipate future learning in the
unit?
I will wrap up the lesson by an activity to engage students and make
them see what its like to have this drunk affect. In addition I will do a
thumbs up and down to make sure everyone gets what we talked
about.

C. Assessment

How will you know students reached lesson goals?

(A2, A3, B3b, B4)

At the end if the students respond with information they have learned
and if they understand the dangers of drinking the students understood
the lesson and the goals of the day.
What formative and/or summative assessment strategies will you use?
For this lesson I used Poll Everwhere to get the students involved.
How will students be involved in ongoing assessment?
They will be asked to participate by using their phones to take the Poll

Everywhere. They will also be asked at the end of lesson to be held in

a class activity.
How will students assess themselves?
They will asses themselves by the class activity in the end to see if
they understand the dangers and risks by physically testing it out.
III
Strategic Analysis of Instruction
A Management
What strategies will you employ to successfully manage student
(C1-4)
learning and behavior during this lesson?
Before going on to the next slide I will make sure students understand
what we just talked about and the can give me examples of what
theyve experienced.
How will the learning environment support planned activities?
The learning environment will support planned activities by having the
essential items with me in class. For example, within the classroom I
can see everyone and make sure theyre paying attention.
B Options for Differentiation
(A3, A8, A9, B2b, B2d, B3b, D2)

How will you provide for students with special needs and/or English
Language Learners?
I will be giving them a physical copy of the PowerPoint and the quizzes
as well.
How will you modify lesson for individual learning needs?
Depending on the needs of the individual, the accommodations can be
anywhere from getting a physical copy/visual of the PowerPoint. Or
physically putting things into the sections with the foods or whatever
their IEP requires.
How will you integrate additional resources to extend lesson?
I will be pulling information from other sites about alcohol and use
websites like polleverywhere.

C Reflections on Lesson

What are next steps for student learning related to lesson/unit goals?

(E6)

This is my final lesson and as a review all of these lessons are giving
students awareness of what it means to be a student athlete and what
are the risks if they do any drugs, smoking, and or alcohol.
What is your self-assessment of your instructional practice and
effectiveness in this lesson?
Overall, this lesson gives students a broad spectrum of how alcohol
can affect you as a student athletic performance, how it can affect your

muscle development/recovery, ability to learn new strategies/plays, and

how it also affects your nutrition. This lesson is appropriate for the class
to learn. I will test my effectiveness by the activity at the end of the
lesson to see who cooperates and who understands the information
given.

* Massachusetts Curriculum Frameworks found at http://www.doe.mass.edu/frameworks/current.html

** Partnership for 21st Century Skills, P21 Framework Definitions found at
http://www.21stcenturyskills.org/documents/P21_Framework_Definitions.pdf
Massachusetts Technology Literacy Standards and Expectations found at
http://www.doe.mass.edu/edtech/standards/itstand.pdf