Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Willis Sudderth
Position

Teacher

School/District

Parkview High School (Gwinnett County Public Schools)

E-mail

willis_sudderth@gwinnett.k12.ga.us

Phone

404-483-1835

Grade Level(s)

9-12

Content Area

Health

Time line

2.5 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content Standards
Evaluate one's personal responsibility for the safety of self and others when operating or occupying a motor
vehicle. (GPS) (HL09_B2009-2)

2a: Identify current Georgia laws regarding seat belt, alcohol, and other drug use while operating a motor
vehicle.
2b: Analyze the psychological and behavioral effects of alcohol and other drugs on driving ability.
2c: List strategies to abstain from the use of alcohol and other drugs and to prevent others who have
been using from driving, identify threats, and responses related to personal safety.

Assess the roles and responsibilities of individuals, communities, and government in preventing and controlling
substance abuse. (GPS) (HL09_E2009-8)

8a: Summarize the legal consequences of drug abuse, including alcohol and tobacco.
8c: Recognize drug classifications and the health consequences associated with each particular class of
drug.
8d: Predict and justify the economic and social impact of drugs on an individual, family, and community.

NET-S Standards:
Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
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a. Apply existing knowledge to generate new ideas, products, or processes.

b. Create original works as a means of personal or group expression.
Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
c. Contribute to project teams to produce original works or solve problems.

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness of task.

Critical Thinking, Problem Solving

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital and resources.
a. Identify and define authentic problems and significant questions for investigation.
b. Plan and manage activities to develop a solution or complete a project.

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will complete an Alcohol and Drug Awareness program. Following the completion, students will interview
a member of Mothers Against Drunk Driving (MADD) via Google Hangout, poll student interactions with impaired
peers and/or personal consumption, use Web 2.0 tools to collaborate and produce public service announcements
for their school community. Students will assume the role of investigative reporter in exploring the impact of drunk
driving on families, victims, and the impaired and the prevalence teens opportunity and exposure to underage
drinking.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
1.
2.
3.
4.
5.
6.
7.

What were primary factors that led to an individuals use of alcohol and drugs in the video?
How do drugs and alcohol impact decision-making?
How were individual lives impacted by their decisions?
What is the legal drinking age in Georgia?
What is considered drunk driving in the state of Georgia?
What types of drug use is popular in your school setting?
How do I apply my newly acquired knowledge of drugs and alcohol to increase social awareness within a
school community?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
A rubric will also be used to grade groups on their final public service announcement product. Students will be
assessed on their creativity, content accuracy, illustrations/diagrams, teamwork, and professionalism. This
material will be presented to all students and explained in detail before beginning the assignment. On lab
workdays, students will be informally assessed at the beginning of each class period with the help of Google
Forms or PollEverywhere. A survey will be created to determine the progress of each group and identify those
that need additional help to meet learning objectives. The instructor will monitor and record of each groups
progression with a check-list.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology integration in this lesson will allow students the ability to create authentic products while learning unit
concepts. There will be several tools students will be using in the project: Gliffy, Google Form/PollEverywhere,
Google Hangouts, MovieMaker, and YouTube. Technology skills student must have are a basic understanding of
internet navigation, search engine use, and word processing software.

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Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
In order to complete the project, students must have a firm grasp of basic health concepts and the ability to apply
their knowledge of avoiding risky behaviors that are associated with alcohol and drug use. Students must also
demonstrate basic skills in the use of Google Docs, MovieMaker, Gliffy, and PollEverywhere. Conducting a formal
assessment prior to the start of the unit would be the most appropriate way to determine if students have a solid
foundation in course material. Content and skill mastery can quickly be identified by administering a web 2.0
survey like Google Forms or PollEverywhere. The pre-survey data could then be used to pair students into
groups based on their concept mastery and technology skill levels. A mixed ratio in every group will promote peer
tutoring among one another and the ability to easily troubleshoot technical difficulties with technology when issues
do occur.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
The classroom management for this particular project will vary from a traditional classroom environment.
Students will be encouraged to collaborate with one another and gain insight through peer learning. Students will
be divided into small groups based on the entry level knowledge base of course material and familiarity with
applications being used. The strategy I plan to use to achieve equitable access by reserving computer labs
throughout the projected time frame. This will ensure that all students have access to free internet and other web
technologies that might not be available at home. Web tools will be chosen that can be used both online and
offline. This will allow students the ability to save and edit work even when the internet isnt available. Technical
issues that could arise are lack of internet connectivity, out-of-date software, and lack of user experience with the
prescribed technologies being used. As instructor, I need to ensure that all computers are up-to-date with the
necessary software plugins, drivers, and browsers needed to complete the assignment. I plan to communicate
with the Local School Technology Coordinator and help with the assessment of lab computers to determine if they
can run the required programs.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

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As the project begins, the teachers role will be as a guide to help lead students through thought processes. Students will
gradually grow confident in their ability to think and apply their knowledge into research. Over a short time period, the teachers
role will shift to a facilitator as students prepare their final video product. The teachers discretion will be made on the amount of
time for completion and members assigned per group.

Day 1: Students will begin the Alcohol and Drug Awareness program, also known as ADAP. To qualify for a drivers license in
Georgia, a teenager must have an ADAP certificate indicating the successful completion of the program. A class perception
survey will be taken before the lesson to assess student beliefs on subject matter. Chapter One will focus on the Teenage and
Adult Driver Responsibility Act. TADRA contains important information regarding the drivers licensing process, school
conduct, and attendance requirement.

Day 2: At the start of class, students will watch a brief ADAP video that will lead into Chapter Two: Traffic Laws and Safe
Driving. Topics that will be addressed are the use of seat belts, proper steering, speed, distracted driving, and night driving
safety. Retention will be assessed by having students answer true/false and multiple choice questions at the end of lesson.

Day 3 & 4: At the start of class, students will watch a brief ADAP video that will lead into Chapter Three: Alcohol and Drug
Awareness. State laws concerning the possession and consumption of alcohol are going to be addressed during the lecture.
An activity will be given to students to investigate how an individuals blood alcohol content (BAC) can be affected by rate of
consumption, body weight, and type of drink. Students must understand that the physiological effects of alcohol vary from
person to person. Controlled substances such as marijuana, cocaine, ecstasy, hallucinogens, heroin, inhalants,
amphetamines, designer drugs will also be discussed. Retention will be assessed by having students answer true/false and
multiple choice questions at the end of lesson.

Day 5: At the start of class, students will watch a brief ADAP video that will lead into Chapter 4: More Tips for Being Safe.
Strategies will be discussed on how to avoid peer pressure and defensive driving. Students will then write a three to five
paragraph essay on how their opinions on impaired driving have changed or remained the same.

Day 6: Computer Lab: Students will research the history of MADD and its role in drinking/driving awareness since its
inception. A list of guiding questions will be given to every student.

Day 7: Computer Lab: Students will be assigned a MADD mentor and conduct interviews through Google Hangouts. Students
are encouraged to collaborate with MADD mentors for assistance in the development of their project.

Day 8: A group discussion will be mediated by the instructor to evaluate the impact of the ADAP program and Madd mentors.
At this time, the Just say No to Impaired Driving project will be introduced to the class. The first assignment will require
students to create a perception survey that will evaluate the school populations view on impaired driving. Students will be
assigned groups and design questions for their perception survey. The use of web 2.0 tools Google Form and/or
PollEverywhere will be required to complete the task. The instructor will act as a guide in helping groups generate
appropriate questions.

Day 9: Students will administer their perception surveys to the student population. Many of the survey participants will come
from neighboring PE classes and individuals walking through the hallway. Students will be reminded to announce the
purpose of their survey to participants and measures that will be taken to protect identities. Upon completion, students will
analyze surveys and discuss results.

Day 10 & 11: Computer Lab: Students will create an online spreadsheet that includes incident reports from state and local
records associated with impaired driving. Comparison and contrasts will be made about age groups most likely to be involved
in driving accidents.

Day 12 & 13: Computer Lab: Students will prepare a rough draft of their public service announcement with research from
literature, interviews, and data collected. Students will use Google Docs as the collaboration tool between peers and the
teacher; the word processor included in this online suite will be used by students to write and share the written proposal.
Students will also enable all notification tools in the document so students and MADD mentors know when changes or
comments have been made.

Day 14 & 15- Computer Lab: Students will scan all documents that were not created online to submit with the final
presentation. The instructor will give a brief tutorial on how to use MovieMaker. All research documents will be converted into
video presentation. Digital cameras will be provided for students to create re-enactments and film interviews.

Day 16- Students will watch group presentations and vote on the best public service announcement to be played on

the school news. MADD mentors will be invited to attend. Student

Day 17- As a final assessment, students will conduct a post-perception survey to evaluate the impact of the public service
announcement.
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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
Differentiation will be present in the form of collaboration, design, and video presentation. Tech savvy students
will have the ability to demonstrate their knowledge through the development of video presentation with the use of
MovieMaker. Groups of students that have trouble writing can use the Web 2.0 tool Gliffy to keep and organize
their thoughts throughout the project.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
As a closing event, students will develop a class presentation on MovieMaker and embed their production to
YouTube. Students will then present their public service announcement in front of the classroom and will engage
in a class discussion by posting a brief reflection of their learning experience on eClass. An exit survey poll will be
conducted to indicators if students have met learning objectives and identify likes/dislikes of the project. Constant
informal assessments throughout the project will also help identify trouble areas for students and the need for
changes along the way.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
The Just Say No to Impaired Driving project ended up being a great learning experience for my students. I
noticed a significant improvement in overall student engagement because of the integration of technology. By
design, the activity gave students ownership of their own learning as they were responsible for gathering
information and collaborating with group members to construct a public service announcement. The project pretty
much ran itself once students got started. I felt that students acquired a deep appreciation for the activity as they
communicated with their MADD mentors and evaluated the attitude of peers toward the subject of impaired
driving. My previous lessons never implemented the use of web 2.0 tools or mobile devices as a vehicle to
enhance the learning experience. As a result, students struggled applying their knowledge into a real-world
setting and levels of engagement were sporadic. I recommend that future instructors that plan to implement this
lesson be prepared to face the challenge of providing equal access to technology, troubleshooting, and keeping
students on task while implementing web 2.0 technologies. Please provide a review of class technology
expectations and an opportunity for students to become familiar with web tools before beginning the project.

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