Lesson Segment Planning Tool (Long Form)

I. Describe the make-up of your class:

Health class, block 4. Block schedule. There are 29 students in this class. There
are 3 students with IEP’s and 2 students with 504 plans.

II. Connection to the Unit

Unit: Physical Safety, Drugs, and Alcohol

Day: 2 ​(in the lesson segment)

III. Clarifying Your Goals for the Daily Plan

Standards:
This lesson will address the following California Health Education standards:
1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain
function, and behavior.
1.7.A Analyze the consequences of binge drinking and its relationship to cancer; to liver,
pancreatic, and cardiovascular diseases; and to a variety of gastrointestinal problems,
neurological disorders, and reproductive system disorders.

Big Idea/Enduring Understanding:

Students will understand that alcohol has short and long term effects on the brain, kidneys,
liver, pancreas, stomach, intestines, heart, lungs, muscles, and senses. Drinking alcohol heavily can lead
to anemia, various types of cancer, cardiovascular disease, liver cirrhosis, dementia, depression,
seizures, and gout, among other issues. Short-term effects of alcohol on the brain include recklessness,
memory impairment, blackout, and impaired decision-making.

Essential Questions:
How does Alcohol impact our body?

Learning Target:
Students will be able to communicate the short-term and long-term effects of alcohol on the
body.

Cognitive Task:
Using online resources, ​students will ​research​ ​the short-term and long-term effects of alcohol on
an assigned body system​ and then will ​communicate their findings ​in a poster, powerpoint, or
infographic.

Prerequisite Skills and Knowledge:

In order to accomplish the learning target, students must understand the basic functions of the
various parts of the body, or must understand how to search for their functions using Google.
 IV. Scaffolding
A. Incorporating Academic Language
1. Language Function:
Students will ​explain​ the short term and long term effects of alcohol on various parts of the
body.

2. Language Demands
Vocabulary:
New to this lesson​: Ethanol or Ethyl Alcohol, intoxication, Cirrhosis, fetal alcohol syndrome
Previously taught but need continued support:​ N/a
Previously learned:​ N/a
Syntax:
List and describe the short and long term effects of alcohol on the body

V. Formative (embedded) and/or Summative Assessments

Teacher will check for student understanding during small group discussions and questioning of
students as they work. Teacher will also formatively assess students’ understanding by reading their
completed group explanation of the effects of alcohol on that body part. Several days later, students
will have an open-note quiz.

VI. Lesson Resources/Materials

Student laptops
Access to internet
Paper, pens, and markers

Lesson adapted from school-wide health curriculum, which was compiled by two instructors at my
school (Michael Turf and Andrew Pegan).

VII. Instructional Sequence: Engaging Student in the learning Process

Section/Time
Introduction: 15 Minutes
● Connect to previous
learning
● Create inquiry
● Set expectations and
Goals
● Student Grouping
● Scaffolding for Diverse
Learners
● Evidence of student
learning
● Monitor/feedback
Instructional Routines/
Teacher/Student Actions
Teacher (T) will instruct students (SS) to begin
their “daily do now,” which is to use the guided
note-taker and attached slideshow to learn
about alcohol, its effects on the body, and signs
of alcohol poisoning.
SS will work quietly to read the slideshow at
their own pace and take notes in the guided
notetaker. T will walk around and monitor
students work and answer questions
one-on-one.
Differentiation
I have several students who often
need more time to write down
notes, while other students prefer
to work more quickly. Doing the
notes in this format provides the
scaffolding for students who need
it through the note-taker, while
allowing other students to move
quickly through it and move on to
the next task.
All SS have access to the slideshow,
so they can further access it from
home if they need or want to.
Body: ~ Minutes
● Access new information
● Process new information
● Student Grouping
● Scaffolding for Diverse
Learners
● Evidence of student
learning
● Monitor/feedback
Closure: 5 minutes
● Revisit Learning Target
● Connect today’s
concepts/knowledge/skill
s to the big idea(s) of the
unit
● Students reflect on their
learning and establish
goals -
● Student Grouping
● Scaffolding for Diverse
Learners
● Evidence of student
learning
● Monitor/feedback
T will describe the next task to SS: working in
their groups to research the short-term and
long term effects of alcohol on various parts of
the body.
After giving instructions, T will tell SS to discuss
in their groups which body part they want to
investigate. T will then ask groups to volunteer
and sign up for body parts to learn about.
T will remind SS they have 50 minutes to
complete the task. T will prompt SS about every
10 minutes to remind them where they should
be in their task.
T will talk around and ask pressing/probing
questions during the lab.
After 50 minutes, T will prompt SS to begin the
“jigsaw” part. They will write down notes from
their own poster first for 5 minutes. Then, they
will be prompted to move to the next group to
write down the short and long term effects of
alcohol on various body parts.
T will prompt SS to continue getting information
from other groups’ posters/powerpoints until
about 2 minutes before the end of class.
T will collect posters and remind SS to
remember where they stopped. SS will continue
getting information from other groups during
the next class.
SS needing more assistance can
work with their groups for help; SS
needing more challenge can assist
their peers in their group.
Groups get to choose the body part
they want to investigate, allowing
students who want more challenge
to choose more challenging topics
while students who need more
scaffolding can work with
somewhat easier parts.
SS can also choose how they want
to present information: on a
poster, powerpoint, or infographic,
or other way so long as it’s
approved by T.
Instructions will be on the board as
well as verbally given.
T will walk around and ask guiding
questions to support SS’ learning.
T will walk around and ask
questions to support SS’ learning.