LESSON PLAN

TITLE: The Body: Day 2

AUTHOR: Randi Longmeyer and Sabrina Requena

GRADE: 5^th and 6^th grades

INTEGRATED DISCIPLINES: Social Studies, Substance Abuse, Health

NATIONAL STANDARDS:

CONTENT STANDARD F:
As a result of activities in grades 5-8, all students should develop understanding of

·        Personal health

·        Populations, resources, and environments

NE STANDARDS:

8.1             Unifying Concepts and Processes

8.1.1         Evidence, Models and Explanation

a.       Collect, manipulate, and analyze data from an experiment.

b.      Observe and develop models, such as physical, mathematical, mental, and computer simulations.

c.      Interpret and explain products of experimentation.

d.      Review investigative procedures and conclusions for reasonableness.

8.2             Science as Inquiry – Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

8.3             Life Science

8.4             Earth and Space Science

8.5             Science and Technology

8.6             Science in Personal and Social Perspectives – A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.

8.6.1         Personal Health

a.       Research and identify substances harmful to human beings in the natural environment, such as radon, lead, and nitrates.

b.     Investigate and explain how personal choices can directly affect a person’s health, such as exercise,                 nutrition, and use of drugs.

OBJECTIVES: Present zoo experience to other groups of SMART

Do peer pressure activity

Student will be able to:

1) identify influences

2) learn that we control what influences our lives

3) understand, from the mistakes of others, that drug and alcohol use has no good outcomes

MATERIALS: poster that was made on Tuesday, candy, cards with jobs for everyone

PROCEDURES:

Anticipatory Set: We start by doing the zoo presentation for everyone in SMART.

Vocabulary: persuade

Activities: We return to our room, where everyone has an envelope with their name on it. The students are asked not to open the envelope until told to do so and when they do open the envelope, do not show it to anyone else. Give each girl a card that says: 1) Take a piece of candy, eat it slowly and try to persuade everyone else at the table to eat a cookie, 2) Wait two minutes, then take a piece of candy, or 3) Do NOT take a piece of candy, no matter what. Tell them not to show the card to anyone else but to follow the instructions. Then ask everyone how they felt and the reaction to the activity. Then tie it into drug and alcohol peer pressure.

Provision for special needs: find candy that everyone likes/can eat, in case someone is allergic to chocolate or can’t have sugar.

CLOSURE: Discuss how everyone felt and what they would do if they were at a party and they were pressured into trying something new.

ASSESSMENT: Did everyone follow the direction on the card? Discussion of how everyone felt. Questions: How did the girls who couldn’t eat the candy feel? Did they feel left out or pressured? How did the girls that waited 2 minutes feel since everyone else was eating candy? How did the girls eating candy feel as they tried to persuade the other girls to eat the candy? How does this relate to everyday life? Who was trying to influence you? Why were they trying to influence you? What controls the influences that you give into?  Discuss all they bad effects that drugs and alcohol have on you.

References:

http://www.cln.org/themes/substance_abuse.html

http://ericir.syr.edu/Virtual/Lessons/Health/Substance_Abuse/SBA0003.html

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