EDLD+5364+UDL+Lesson+and+Reflection

The UDL Lesson builder provides a moderate outline for creating the lesson plans. This week has been very challenging, it was unclear at on point rather or not all group memebers had to complete a UDL lesson or just one for the whole group. However, when you are dealing with a good lesson planner that can be quickly done. At the same time, it provides more time to work on the actual activities so that you can get something that will hopefully be engaging. I was familar with some of the sections in UDL lesson builder. At my previous school, we used something very similar to this one.


 * CAST’s UDL LESSON BUILDER**

Lesson Overview
(5) Health behaviors. The student engages in behaviors that reduce health risks throughout the life span. The student is expected to: (A) analyze the use and abuse of prescriptions and non-prescription medications such as over-the-counter; (B) examine social influences on drug-taking behaviors; (C) describe chemical dependency and addiction to tobacco, alcohol, and other drugs and substances; (D) explain the relationship between tobacco, alcohol, drugs, and other substances and the role these items play in unsafe situations such as drinking and driving and Human Immunodeficiency Virus (HIV)/Sexually Transmitted Disease (STD) transmission; (E) identify ways to prevent the use of tobacco, alcohol, drugs, and other substances such as alternative activities; (F) demonstrate an understanding of basic first-aid procedures; (G) demonstrate strategies for the prevention of and response to deliberate and accidental injuries such as using conflict resolution skills instead of fighting and wearing a seat belt; (H) identify and describe strategies for avoiding drugs, violence, gangs, weapons, and other harmful situations; and (I) explain the consequences of sexual activity and the benefits of abstinence. ||
 * ** Title: ** || Smoking ||
 * ** Author: ** || Stacy Kent ||
 * ** Subject: ** || Health ||
 * ** Grade Level(s): ** || 6th-8th grade ||
 * ** Duration: ** || One 45-mintue class period ||
 * ** Subject Area: ** || Health Education ||
 * Unit Description: || Through the activities presented in this lesson, students will become familiar with the adverse health affects caused by cigarette smoking, nicotine addiction, and how when combined they may eventually lead to other risky behaviors. ||
 * Lesson Description for Day: || Students will further explore that health affects of smoking and what it does to the human body. ||
 * State Standards: || §115.22. Health Education

Goals
Differentiate between primary and secondary smoke Describe how the tobacco companies are misleading in their advertising.
 * ====** Unit Goals: **==== || Identify key health problems related to smoking

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 * ** Lesson Goals: ** || Students will be knowledgeable about the harmful effects of smoking. ||

Methods

 * ====** Anticipatory Set: **==== || ====Step 1:====

====Place a brown paper bag in front of every student. Instruct the students to not open the bag yet. They are allowed to shake the bag and its contents. After students have had a moment with the bags in front of them, ask them if they would like to open the bag and why. (Students will mention they are curious or may hope it is a snack.) Explain to the students that inside this bag is the key to being completely cool and hip. They can have all the friends in the world and people will admire them. By using this item, you will have much in common with many athletes and Hollywood celebrities. The item in the bag is very easy to carry in your pocket. It has many varieties and is packaged in a number of ways. It can be consumed. The only drawback is that it does have adverse effects. What is in the bag? (Allow students to answer. The responses will vary. Do not give the answer quite yet.) Ask the students if they still want the item in the bag. What could be some positive and negative effects of the item? (In the discussion, the positive effect of consuming this item could be that they would be very popular with other kids. Some of the negative effects could be the degree of adversity on the body.)====

====Now tell the students that inside the bag is a cigarette. Would this change their minds about opening the bag? (The students should draw the conclusions that cigarettes are not going to make you cool or popular and it could cause long term complications. Many students would most likely not want the item in the bag.)====

====Let them open the bag and find the bubblegum. Ask them again would they want the item now? Why? (The gum is not life threatening. It may cause tooth decay but it certainly is not as bad as a cigarette.)====

|| They want to quit smoking, but they can't. When they try to quit, they experience nasty withdrawal symptoms – just like adults. Tobacco is often the first drug used by kids who go on to use alcohol and illegal drugs like marijuana. The Surgeon General reports that smoking can cause cancer and heart disease along with many other chronic health problems such as loss of breath, coughing, nausea, dizziness, and phlegm production.
 * ====** Introduce and Model New Knowledge: **==== || Most teens that smoke are addicted to nicotine. An addiction is classified as a need of the body on a regular if not more progressive level. Nicotine addiction can be as bad as alcohol, heroin, or cocaine. The side effects include frustration, anger, anxiety, difficulty concentrating, restlessness, and a decreased heart rate.

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 * ====** Provide Guided Practice: **==== || **Step 1:** Insert Drug Abuse and Physiology #3: Tobacco and Smoking into the VCR. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to name the three areas smoke comes from. CUE the tape to where the four people are sitting around a campfire. PLAY. PAUSE the tape when the older woman (teacher) says, "Smoking is a major health hazard, especially for people." Ask students to respond and name where smoke comes from. (Smoke can come from cars, factories, and from people smoking cigarettes, cigars, etc.)

Step 2: Ask the students to name the three forms of smoke from cigarettes. (Most students will respond with primary or initial smoke and secondary smoke but will have difficulties with the third type.) Provide the students with a **FOCUS FOR MEDIA INTERACTION**, asking them to name the three forms of smoke and describe how they are different. **PLAY** the tape from the previous pause point until the teacher says, "Now we know more about the danger of smoking and it's not hard to avoid it if you want to." Ask the students what the three forms are and to describe the differences. (Students will state mainstream smoke, or smoke initially inhaled from a cigarette, side-stream smoke, or smoke given off from the cigarette as it is burning, and secondary smoke, smoke that is exhaled from the person smoking.) Step 3: **FAST FORWARD** the tape to the point where the scientist is beginning to show some slides. Provide the students with a **FOCUS FOR MEDIA INTERACTION**, asking them to describe why nicotine is so dangerous. **PLAY** the tape until the scientist says, "But that's because they are taking in very small quantities over a prolonged period of time." **PAUSE** the tape. **CHECK** for student comprehension. (Students may include such responses as a very small quantity of nicotine could kill a person, nicotine is a poison, and the smoke from a leaf of tobacco is without a filter.)

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 * ====** Provide Independent Practice: **==== || Provide the students with a FOCUS FOR MEDIA INTERACTION, asking them to list other ways our bodies are affected by smoking. PLAY until the scientist says, "...leading to emphysema and a pre-cancerous condition."

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Assessment

 * ** Formative/Ongoing Assessment: ** || CHECK for student comprehension. (The effects of smoking include violent coughing, cilia in lungs become filled with excess fluid, coughing up of mucus, cilia eventually disappears, mucus remains trapped in bronchi, scar tissue forms, air sacs rupture, emphysema and lung cancer result.) ||
 * ** Summative/End Of Lesson Assessment: ** || Research, "The Great American Smoke-Out." Research can be completed predominantly online. Find out what purpose this day serves for smokers and non-smokers. ||

Materials
Brown bag with a piece of bubble gum Colored pencils or markers Pencil and paper White or colored paper or poster board ||
 * ** Video ** : Drug Abuse and Physiology #3: Tobacco and Smoking ||
 * **Per student:**
 * **Website:** http://www.cancer.org/Healthy/StayAwayfromTobacco/GreatAmericanSmokeout/index ||