Lesson/Unit Plan Title

Set Goals
Content
Area(s):
Time Required:
Academic
Standard(s):
Learning
Objectives:

Heallth Education

Author:

5, 60-minute class periods.

Grade Level/Audience:

The harmful effects of and legal

and tobacco.
Big Ideas or Key Concepts
Understand why substance
abuse is harmful and what
causes people to start using
these substances

Jeremy Santus
9-12

restrictions against the use of drugs of abuse, alcoholic beverages,

Knowledge and Skills
Identify why using drugs, alcohol and
tobacco can be dangerous and
harmful
Identify how family, peers,
technology, culture and the media
influence thoughts, feelings, health
decisions and beaviors

Dispositions or Attitudes
Realize and appreciate the
harmful effects of using
illegal drugs, alcohol abuse
and tobacco use.

Differentiate between drug use,

abuse and misuse
Summarize signs and symptoms of a
substance abuse problem

Analyze Status
Analyze
learners (List
at least 3
different kinds
of learners)

21 grade level learners

3 ESL students
1 learner with dyslexia
1 learner who needs motivation

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer)

University of Toledo, Dr. Judy Lambert

PreAssessment
(How will you
determine what
learners know
before lesson?)

What will you

differentiate?
(Content,
Process, or
Product)

How will you

differentiate?
(Readiness,
Interest,
Learning Profile)

Brief pretest on content to be covered. Anticipation Guide.

Content: Provide laptop and ImTranslator website to assist Hindi and Chinese-speaking
students with translation and set up a reward for student motivation. Use readthewords.com
and provide oral pretest and instruction to learner with dyslexia.
Process: Provide video interviews of individuals who have abused these substances and
how it affected their lives. Provide opportunities for group work.
Product: Allow students access to different Web 2.0 technologies to prepare a presentation.
These technologies include Prezi and Poster My Wall
Readiness: Content area pretest to be delivered written and orally. Anticipation Guide
Interest: Survey given at beginning of school year
Learning Profile: Multiple intelligence test given a beginning of school year.

Apply Status
Identify UDL
Methods and
Materials

Representation (Content)
(Give learners options for
acquiring information)

Engagement (Process)
(Tap into learner interest, need
for challenge, and motivation)

Content can be digested by

learners orally, visually or
with assistance from
ImTranslator website. Video
interviews can also be

Students will be given several

options for learning that include
watching videos, group work and
interaction with local law
enforcement.

Action & Expression

(Product)
(Give learners options for
demonstrating what they
know)
Presentations can be
prepared in a variety of
ways that allow learners to
utilize their freedom of
choice and express

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer)

University of Toledo, Dr. Judy Lambert

translated.

individuality.

Teach UDL Lesson

Procedures
(Describe steps
of lesson
including
instructional
methods and
learner
activities)
PostAssessment
(How will you
evaluate
learners and
success of
lesson?)

Websites Used
in this
Lesson/Unit

Day 1 - Students will be given a pre-assessment either orally or written and also be given the
anticipation guide
Day 2 Students will be given instruction on the differences between illegal and legal drugs
and allowed to research facts independently or in a group that they can use in their end of
lesson presentations.
Day 3 - Students will be instructed on alcohol and tobacco abuse and allowed to research
facts independently or in a group that they can use in their end of lesson presentations.
Day 4 Students will be invited to participate in a Q&A with local police and begin
independent or group work on presentation.
Day 5 Independent or group work on presentation using web 2.0 technologies.
Students will be assessed on their understanding of the content by authoring presentations
on the risks associated with substance abuse by using a web 2.0 technology of their
choosing. Learners will be given a summative exam over the material (orally, if preferred) as
well as an optional assessment on the material and ;how it was presented.

www.ImTranslator.com
www.prezi.com
www.postermywall.com
www.youtube.com
https://www.dea.gov/media/chasing-dragon.shtml
www.readthewords.com

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer)

University of Toledo, Dr. Judy Lambert

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer)

University of Toledo, Dr. Judy Lambert