920FP-Russo,+William


 * Bill Russo **
 * EDC920 **
 * Toll ** ** Gate ** ** High School **
 * Health **
 * “The Media Influence on Substance Abuse/Prevention” **

// Introduction: // The unit lesson I am incorporating will be for all of my tenth grade health classes. All of the health classes contain students of mixed ability levels. Extra time will be allotted for those students requiring modifications. The tenth grade curriculum incorporates many different health issues, but I have chosen to examine how the media bombards students with information about alcohol, drugs, substance abuse and prevention. Many of these messages are negative and only a few seem to be positive. Through a series of lessons, I will have my students analyze and evaluate the messages. Many of the tools from this class will be incorporated. Blogs, internet searches, website evaluations, and power points will culminate in a writing assignment. Throughout the unit, students will be required to make journal entries on a weekly basis, on our class blog, [|http://russohealth.blogspot.com].

// Standards: // ** Rhode Island’s Health Education Standards ** The seven standards describe what all Rhode Island students should know and be able to do as a result of K-12 health education. //**Standard One**// - Students will understand the concepts related to health promotion and disease prevention as a foundation for a healthy life. //**Standard Two**// - Students will demonstrate the ability to access valid health information and health-promoting products and services. //**Standard Three**// - Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. //**Standard Four**// - Students will analyze the influence of culture, media, technology and other factors on health. //**Standard Five**// - Students will demonstrate the ability to use interpersonal communication skills to enhance health. //**Standard Six**// - Students will demonstrate the ability to use goal-setting and decision-making to enhance health. //**Standard Seven**// - Students will demonstrate the ability to advocate for personal, family, community, and environmental health.

RIDE Written & Oral Communication Standards W-10-1,2,3 for grade 10.

//District Expectations//


 * ~ AE5.1 Understanding and practicing the concepts related to health promotion and disease prevention as a foundation of healthy life ||~ AE5.2 Demonstrating an understanding of the influences of culture, media, technology and other factors of health ||~ AE5.3 Demonstrating and understanding ways to enhance and maintain one's own health and well being ||

//Goals:// By the end of this unit students will be able to; · Understand how/why companies target teens · Differentiate truth from propaganda · Use classroom blogs to communicate ideas/information · Develop improved search strategies for gathering information. · Create their own personalized news page to keep up to date on current events · Understand how evaluate the quality of health related websites · Research and learn about national and local prevention groups and organizations

// Differentiated Instruction: //

//Lessons//

//Introduction:// Cigarette ads have had a large influence over people. Over the past decades the strategy and scope of these ads have changed dramatically. Ad campaigns like Camel's use of Joe Camel often target young people. Movies and ads glamorize smoking. However, from the 1940's to present day, there has been a dramatic change in advertising strategy. //Goals:// 1. The students will be able to identify underlying messages and the target audience. 2. Students will recognize the dramatic way cigarettes were marketed through the decades. //Procedure:// 1. Students will have use of the computers in the library media center. 2. Students are broken into groups of 3-4 and are assigned a decade to research and provide examples of, beginning with the 1940's. 3. Use the website [|http://www.tobaccofreekids.org] and google images. 4. Each student's group will print 6-8 ads from their decade. 5. Students will write three paragraphs about how the ads from their decade compare to present day. Reflect one the differences in the ads by decade and how they target teenagers. //Diiferentiated Instruction:// Allow for extra time if needed for some students. Alternate assignment would be for students to make a collage of cigarette ads on a posterboard, depicting the 1940's to present day. //Assessment:// Evaluate as satisfactory or unsatisfactory. (Reason being the assignment is group based).
 * 1) 1 (Time - 43 minutes) History of Cigarrette Ads

//Introduction:// The students will use Google News to create their own personal news page to help them with this unit. The web page will be set up to include the latest news on cigarette advertising, underage drinking, alcohol marketing, and teen substance abuse. //Goals:// 1. Students will have a personal news page 2. Students will become more familiar with health news and current events. //Pre-Activities:// 1. Set up and demonstrate a Google News page for demonstration 2. Do an advanced search 3. Create a unique user name and password for each student //Differentiated Instruction:// Allow for extended time. Some students will need to be assisted with their news page as an in-class assignment. //Assessment:// Student's news page will be graded as either satisfactory or unsatisfactory. Those marked unsatisfactory will be allowed more time to complete.
 * 1) 2 (Homework) Create A Personal News Page

//Introduction:// Cigarettes contain approximately 43 known carcinogens and countless other additives and chemicals. This exercise will make students aware of exactly what is taken into their body when they smoke a cigarette. Students will use a wide variety of search engines for this scavenger hunt in order to see who can come up with the most amount of ingredients. //Goals:// 1. Students will learn the names of carcinogens found in cigarettes. 2. Students will list as many chemicals as possible. 3. Create an awareness of how bad smoking can be to the body. //Pre-Activities:// 1. With use of a smart board, introduce several examples of search engines for use. Develop search strategies. 2. Familiarize students with various search engines such as; yahoo, about.com, google, metacrawler, and health databases. 3. Define the term carcinogen and provide ideas for key words to use in their search such as "cigarette chemicals, cigarette carcinogens, dangerous chemicals in cigarettes", etc. //Procedure:// 1. Using the media center, each student has their own computer to work at for the class period. 2. Students will perofrm various searches. 3. All the carcinogens will be listed by each student on a numbered handout. 4. At the end of the period compare lists to see which student has the most listed. //Differentiated Instruction:// Students may be allowed more time to complete at home. //Assessment:// Grade students by the number of carcinogens found. This may be counted as a quiz grade.
 * 1) 3 (43 minutes) Cigarette Scavenger Hunt

//Introduction:// Today's society glamorizes and promotes the use of alcohol in various ways. Perhaps none is more evident than in music lyrics which are targeted towards teenagers. //Goals:// 1. Raise student awareness about the reality of alcohol use/abuse compared to what they see or hear in popular music. 2. Make students aware that many of large beer and alcohol companies advertise through music either by sponsoring tours or paying to have their products in songs or depicted in videos. //Pre-Activities:// 1. Provide examples of song lyrics ("Blame it on the alcohol" by Jamie Foxx, or "Alcohol" by Brad Paisley). 2. Students will search some of their favorite artists for song lyrics depicting the glamour of alcohol. 3. Distribute Alcohol Fact Sheet //Procedure:// 1. Print song lyrics to a hard copy. (Emphasize that although the songs must depict alcohol use, the lyrics must be appropriate for class). 2. Highlight the areas which talk about alcohol and promote or glamorize its use. 3. Students write a summary discussing how alcohol is used through the song and the real life facts and implications. //Differentiated Instruction:// 1. Provide student with lyrics 2. Have them identify alcohol references 3. Seperate fact from fiction responses //Assessment:// Writing Rubric
 * 1) 4 (43 minutes) Music Lyrics Which Promote/Glamorize Alcohol

//Introduction:// Students will have to evaluate one of three websites about smoking. They will examine the accuracy of information, content, and who is responsible for the maintenance of the site. //Goals:// 1. Teach students how to differentiate good sites from bad ones. 2. Teach them to be objective. 3. Introduce the student to quality informational sources. //Pre-Activities:// Identify the three websites. 1. [|http://www.kidshealth.org] (tobacco link) 2. [|http://www.cdc.org] (smoking and tobacco) 3. [|http://www.tobacco.org] //Procedure:// 1. Students choose a site to evaluate. 2. Complete website evaluation form. //Assessment:// Website Evaluation Form
 * 1) 5 (Homework) Website Evaluation

//Introduction:// There are many smoking and alcohol prevention groups that have great websites and information. Students will examine some of the positive sources for information and stop smoking groups. Many organizations are designed to provide help for people wanting to quit. What are some of the ways you can help someone to quit. //Goals:// Have the students formulate a self-help plan to aid their parents, friends, or a family member quit smoking. Students will devise a several step plan. //Pre-Activities:// Students will navigate through three websites to gather stop-smoking plans. Emphasize the importance of quitting. Three wwebsites are listed below. 1. [|http://www.cancer.org] (access Guide to Quit Smoking link) American Cancer Society 2. http://www.nysmokefree.com 3. [|http://www.americanheart.org] (Stop Smoking Resources) American Heart Assoc. //Procedure:// 1. After reviewing various approaches to stop smoking, write down the common facts and ways to stop. 2. List 3 benefits to quitting 3. Make a 6 step approch that would work for someone you know. //Differentiated Instruction:// Allow for extra time. Modify to include 3 step approach. Include a guided tutorial of websites. //Assessment:// Self-generated checklist 1. Did the student include health related benefits to stop smoking? 2. Do they have a logical approach? 3. Do they need modifications? 4. Have they listed all six steps?
 * 1) 6 (43 minutes) Research a Prevention Group(s)

//Introduction:// The students will create a Power Point Project for this unit. The Power Point must include a title page and be a minimum of 12 slides summarizing what they have learned from this unit. //Goals:// Students will demonstrate the ability to understand how the media and companies influence young people. They will be able to seperate fact from fiction. Students will produce a clear visual representation of what they have learned. //Pre-Activities:// All previous lessons for this unit will culminate in this project. //Procedure:// 1. Create a power point project which will show what you have learned about this unit. Include examples of marketing schemes aimed at youth. 2. Create a Title Page complete with name, date, period, and title. 3. Must contain a minimum of twelve slides. 4. Be sure to sight your sources on the final page. 5. Students will present their power point to the class. //Differentiated Instruction:// Alternate learning sequence will substitute a two page paper for power point. //Assessment:// See Portfolio Rubric below.
 * 1) 7 Power Point Project

//Introduction:// Students will brainstorm and evaluate each other's ideas through use of the class blog @ [].blogspot.com. This will be used as a peer activity for the students. They will be required to post, but no grade will be given for this.
 * 1) 8 Blog/Journal Summary

//Assessment-// Warwick Public Schools Richer Picture Portfolio Rubric
 * Using contemporary technologies to explore and enhance communication skills || ** Uses appropriate technology to locate, retrieve, organize, and store valid information with no teacher prompting
 * Uses the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics without teacher prompting
 * Uses appropriate Internet sources and properly cites/attributes information to them
 * Understands and demonstrates strong skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations without teacher prompting
 * Produces (both individually and collaboratively) and digitally interacts with student work || ** Uses appropriate technology to locate, retrieve, organize, and store valid information with limited teacher prompting
 * Uses the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics with limited teacher prompting
 * Uses appropriate Internet sources and properly cites/attributes information to them
 * Understands and demonstrates strong skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations with limited teacher prompting
 * Produces (both individually and collaboratively) and digitally interacts with student work || ** Attempts to use appropriate technology to locate, retrieve, organize, and/or store valid information
 * Attempts to use the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics with teacher prompting
 * Attempts to use appropriate Internet sources and/or properly cite/attribute information to them
 * Attempts to demonstrate skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations
 * Attempts to produce (both individually and collaboratively) and/or digitally interact with student work || ** Does not use appropriate technology to locate, retrieve, organize, and/or store valid information
 * Does not use the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics with teacher prompting
 * Does not use appropriate Internet sources and/or properly cite/attribute information to them
 * Does not demonstrate skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations
 * Does not produce (both individually and collaboratively) and/or digitally interact with student work ||