National Health Education Standards & Benchmarks

Unit ______Tobacco___________ Day in unit___6___

Health Education Lesson Plan

Name: Dave Daino Lesson Title: Web Quest Grade level(s)/Course: 9 Date taught:

Textbook or Instructional Program referenced to guide your instruction (if any) Title: The Book of Pipes & Tobacco Publisher: Random House Date of Publication: 1973 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.

Amount of time devoted each day or week in your classroom to the content or topic of your instruction. Ten min each and every day were in class depending on if the students pick it up. If not then well spend a little bit longer in it until they understand it. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. If I have a slower class I will have to take some more time on each topic in order for my students to pick up and if I realize that my students are more visual learners I will then pick some activitys and different ways to teach my students throughout the year. List any other special features of your school or classroom that will affect the teaching of this lesson. If my class does not have computers for every student it would be hard to complete because they need to look stuff up for the web quest.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students_____15____ Special Needs Students: Category Students with IEPs

English Language Learners Gifted

Males____7______ Females_____8_____ Number of Accommodations and/or pertinent IEP Objectives Students 5 -Give students more time on tests -Have students take test in different room -Have test read to them -Give them 3 options on a test instead of four 1 -Translate their tests and work for them -Provide enrichment activitys at the end of unit

504

Autism or other special needs

INFORMATION ABOUT THE LESSON

Content Strand- health education, tobacco unit, compare contrast different kinds of tobacco. Enduring Understanding and/or Essential Question The main idea of this web quest is to help students understand the differences in tobacco and see how no matter whether its smoking or smokeless tobacco they are both harmful for you and understand that tobacco is not good for your health. GLE(s) or EOC and Symbolic Notation DOK 1.12.1 Predict how healthy behaviors can affect health status. 4 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and 3 behaviors. 3.12.1 Evaluate the validity of health information, products, and services. 3 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance 1 health. 5.12.7 Evaluate the effectiveness of health-related decisions. 2 6.12.1 Assess personal health practices and overall health status. 2 7.12.1 Analyze the role of individual responsibility for enhancing health. 3 8.12.3 Work cooperatively as an advocate for improving personal, family, and community 3 health. Outcome(s) The students will be able to name the different kinds of tobaccos, define what the outcome is if they were to use them, explain how much money they would save by not using these products and have a great back round on tobacco to explain to friends why they dont want to smoke when offered. Academic Language related to the lesson For students that were not familiar with the English language I will List the vocabulary words or process terms (task) that are important that students know when learning about tobacco through web quest activities.

Prior Learning/Prior Thinking students might have the wrong understanding about tobacco because they see could have been playing little league sports and saw parents smoking cigarettes as they watched the game and to young kids like that if they see their parents or other parents doing that they think its ok because thats who they look up to. Another way students could have been around it or became familiar with it was if they had older siblings who smoke or chew they see another role model in their life doing it so they think its ok when their friends ask them because they see all their role models doing it.

Before the lesson Gathering information about student knowledge Ill start evaluating my students on how they start coming up with facts and screaming them out to the class because if they are doing that it really shows me they feel comfortable doing that project but also are moving along at a good speed. Pre-assessment that may be used = Think about how many kids are smokers in you class and start the unit with that knowledge.

See supporting materials

National Health Education Standards & Benchmarks

Unit ______Tobacco___________ Day in unit___6___

Beginning of the Lesson Content Introduction Activity

NHES Targeted 5:4:B1

Time: 5 min. Enter Ticket Activity Description: Every 3 min. someone in the world dies from some sort of tobacco caused disease whether thats cancer, gum disease kidney disease or so on. For that remaining class period I would put a red shirt on someone every three min to show to them how many people die in an hour from tobacco. Everyone in class today will get points for enter ticket. Materials needed: Red T-shirts
See supporting materials

Content Development Activities

NHES Targeted - 1:4:B3

Activity #1 = Introduce the students to the web quest

Time: 5 min Activity Description: Explain what you expect them to get out of the activity and what they should be doing in the web quest

Materials needed: Computers so the students can access the web quest.
See supporting materials

Activity #2 = Pick partners for the web quest.

Time: 5 min Activity Description: Pick partners for the web quest the divide up the work into sections and see who is doing what part of the web quest

Materials needed: Vocal cords

See supporting materials

Activity #3 = Start working on your web quest

Time: 42 min Activity Description: Students will be working on the web quest. They will be browsing the web to search for information and facts about tobacco in order to answer the question I have provided for them on the web quest. Materials needed: Computers

During the lesson

How will you know if your students understand the lesson while you are teaching? I will be able to see what problems

the students are having with the web quest as I walk around the room when they start. I have explained the web quest to them verbally and I have explained it with words on the web quest.

How will you provide feedback during the lesson that helps the student understand what s/he did well and helps the student improve his/her work or understanding? As the students go through the web quest I will still be putting red shirts
on them to show them how many people die in an hour so I will keep asking them if tobacco is worth it and ask them what other facts they found out about tobacco other than it kills someone every 3 min. How will you judge differing depths of student understanding? It will be a little bit easier for me to judge the student understanding because they will have partners to communicate with so if there is a problem they run into they can ask one another and if they dont know then they can ask me and id be more than happy to help. Informal Formative Assessment

This may include Guided Practice, Independent Practice, Questioning, structured Observations, etc., including what you will be looking for. I will be walking around the room looking to see that the students are going on the proper sites to
find the information, I expect them to work hard at finding out informative facts that can help them answer the questions that I have provided for them but also to find something that maybe I never knew or another classmate about tobacco. I want my students to have a well-rounded back round on tobacco no just to complete a web quest on it so as they find out facts I want them to just scream them out to us so everyone is teaching everyone. Formal Formative Assessment See supporting materials

ASSESSMENT At the end of the lesson How will you know if your students understood the lesson? If the students have understood all the questions and answered them properly. How will you differentiate assessments for students having difficulty demonstrating their learning as well as those needing more challenge? Students that are gifted will get the same assignment as the other students but I would make them go more in depth into their questions that need to be answered. I would ask them more about the information and why. Whereas for the students who learn slower will have the same question but will not have a why at the end. They will be responsible for just the broad answer. How are the assessments aligned to clearly defined benchmarks or criteria for student performance? Formative- Finish all the questions on the web quest.

Summative

Closure: Questions and Answer

Question # 1 Is tobacco addictive? Why? Desired Student Response Yes, the nicotine in the tobacco is the addictive part in tobacco smoking and non-smoking. Question # 2 How many people die in a day from using tobacco a day? Desired Student Response - 480 Question # 3 Can you only get cancer from using tobacco? Desired Student Response- No you can get other diseases too.
NHES Targeted : 1:4B2

Assignment description:

National Health Education Standards & Benchmarks

Unit ______Tobacco___________ Day in unit___6___

In class assignment To Work on the Web Quest Exit Ticket: How many people die if someone dies every 3 Min? Take home assignment To finish the Web Quest

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? Lesson Reflection
1. As I reflect on the lesson, to what extent were students/clients productively engaged? Students were engaged the whole time because they had a lot of different things going on at once. Kids were looking up facts about tobacco to scream out along with filling in their web quest and there were also kids getting pulled out every three minutes to show how many people die a day from smoking. 2. Did the students/clients learn what I intended them to learn? (list objective) Were my instructional goals met? How do I know? Or how and when will I know? 3. Did I alter my goals or my instructional plan as I taught the lesson? Why?

4. If I had the opportunity to teach this lesson again to this same group of students/clients, what would I do differently? Why?

Supporting Materials

TOBACCO
Every 8 seconds someone world dies from smoking in the Most smokers start before their 19th Birthday.

Will you smoke? Will you chew?

Do you want to die early?

LETS FIND OUT

National Health Education Standards & Benchmarks

Unit ______Tobacco___________ Day in unit___6___

Introduction :
In this unit we will be covering NHES 1 students will comprehend concepts related to health promotion and disease prevention to enhance health. Tobacco is a leading cause to death and nicotine in tobacco is very addicting so why start. Yes there are people who can stop but those who dont start are already at an advantage. Smokers have less stamina than non-smokers so this would not be good for students involved with sports. This also causes smokers cough which cuts down on your breathing who can affect everyone not just athletes and can lead to death which will not allow you to see your children get older.

Task:
Tobacco is a legal drug but just because its legal does not mean it is safe for your body and others around you. Tobacco can cause lung cancer and gum cancer which you could start growing hair on your tongue and lips like is shown in the picture, additionally it can cause urinary cancer, sinus infections, esophageal, larynx, pancreatic and liver cancer. The above diseases are all associated with the following items: These risks involve smoking cigarettes These risks involve chewing tobacco These risks involve smoking Cigars These risks involve snus tobacco

You will be paired up with one person so that one can look up all the information on smokeless tobacco and then the other can look up all the information on smoking tobacco. Once you have a partner you will decide who will be doing what section of tobacco. There will be 10 in depth questions that you will need to answer as a group. I provided some links to the project that you can use in order to help you through the questions. For the sake of time you must divide the work up because you will not be able to do all of the work individually. That is why youre in groups, so make sure to pick your partner wisely. My resources are not the only ones out there. You can look for more but it you choose your own you must use the CRAAP test we covered earlier in class. Please if you have questions come to me as soon as possible. Each student will be required to find information out about one kind of tobacco, either smokeless or smoking tobacco.

Process:
1. What different kinds of diseases can Tobacco cause?
http://www.tobacco-facts.info/dangers_of_tobacco.htm

3.8.1

Analyze the validity of health information, products, and services.

2. Identify early signs of cancer you can discover for those who use smokeless tobacco?
http://www.entnet.org/AboutUs/upload/Smokeless-tobacco-fact-sheet-1-formatted.pdf

3.5.1

Identify characteristics of valid health information, products, and services.

3. Can you get the same kinds of cancer from smokeless tobacco and you can from smoking tobacco? If so what ones are alike and what ones are different?
http://www.healthkicker.com/718961154/weed-or-cigarettes-which-is-worse-for-your-health/

3.8.1

Analyze the validity of health information, products, and services

4. Is smoking tobacco as bad as smoking Marijuana for your body?

http://www.npr.org/templates/story/story.php?storyId=128217121

3.8.3

Determine the accessibility of products that enhance health.

National Health Education Standards & Benchmarks

Unit ______Tobacco___________ Day in unit___6___

5. List three different prices of smokeless tobacco along with the name of the tobacco.
http://www.csdecisions.com/2011/04/22/high-hopes-for-smokeless-tobacco/

3.12.1

Evaluate the validity of health information, products, and services.

1. 2. 3.

6. If a person goes through a tin a week. Find out how much money they spend on smokeless tobacco a year for the highest priced Tobacco. Then list some ways they can save their money and quit.

3.12.5

Access valid and reliable health products and services.

7. Find 3 different kinds of cigarettes and list the prices along with the names. 3.12.1 Evaluate the validity of health information, products, and services.

1. 2. 3. 8. Now once you find out 3 different prices, find the most expensive ones. If the person smokes 4 packs a week. What will he/she spend in a year? Then tell me a way for them to save money and stop smoking. 3.12.5 Access valid and reliable health products and services.

9. Choose one smokeless tobacco and find out the history of it. When it first came out? Where it came from? Is it better for you then smoking tobacco? Why or why not?

3.12.4 Determine when professional health services may be required.

10. Choose one smoking tobacco and find out the history of it. When it first came out? Where it came from? 3.12.1 Evaluate the validity of health information, products, and services.

Resources:
http://www.tobacco-facts.info/dangers_of_tobacco.htm http://www.entnet.org/AboutUs/upload/Smokeless-tobacco-fact-sheet-1-formatted.pdf http://www.healthkicker.com/718961154/weed-or-cigarettes-which-is-worse-for-your-health/ http://www.npr.org/templates/story/story.php?storyId=128217121 http://www.csdecisions.com/2011/04/22/high-hopes-for-smokeless-tobacco/

National Health Education Standards & Benchmarks

Unit ______Tobacco___________ Day in unit___6___

Evaluation:
By the end of the web quest you will need to have completed two things: 1. The ten questions that are attached to the web quest. 2. And a 5 minute presentation on the tobacco of your choice that you decided to research.
What Im looking for. Physical appearance for presentation. Answer all ten questions in depth with supporting details and facts to support your answer. Poster or power point layout. Pictures and layout of your poster or power point. 1-2 Hat, Shorts and shorts Only 5 questions answered correctly. 3-4 Jeans, Tee shirt Seven questions answered correctly. 5 Dress pants with collar shirt. All ten questions answered in depth with supporting details. Displayed five pieces of factual information all grammar and spelling is correct creative, organized, bright and colorful, attracts lots of attention Displays very strong tobacco information such as where its from when it came out where you can get it and the negative things about your product.

displayed less than two pieces of factual information grammar and spelling needs lots of work organization needs improvement, more colors could be used tobacco information not explained clearly.

displayed three pieces of factual information some grammar and spelling is correct somewhat organized, few colors used, attracts some attention displays average tobacco information such as where its from and when it came out.

Presentation- 5 min 1-2 min. presentation presentation about with a couple word what the one tobacco answers. product your researched was and the history behind it. Where it was created and what year it came out.

3-4 min. presentation with supporting details.

5 min. presentation with great supporting facts explaining the history of the tobacco of your choice.

Total Points out of 20

___/20

Conclusion:
Congratulations you have finished the web quest on tobacco.

Now that you have become an expert on tobacco, you will be able to make wise decisions on whether or not to use it. After this web quest hopefully you realized how bad tobacco is for you. Hopefully after this web quest you see tobacco is more harm to the body than good.

Difference between none smokers and smokers lungs.

Which one do you want?