Elizabeth Sledzinski

Kines 466
Health Performance

Lesson Plan
Taylor Shields & Liz Sledzinski
Analyzing Influences of Why Teens Use Drug & Alcohol
Descriptive Information

Skill Emphasis (NHES):

o Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health
o Analyzing Influences
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health
behaviors.

Performance Indicators:
o 1.12.3 Analyze how environment and personal health are interrelated
o 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors
o 2.12.5 Evaluate the effects of media on personal and family health

Grade Level: 9th

Content Area of Health: Alcohol and Drug Education

Sub-Topic Area: Analyzing the Influences of Drug and Alcohol Use

Topic of Lesson: Drugs, Alcohol, and Influence on Teens

PA Standards (Health & PE):

o 10.1.9.D - Analyze prevention and intervention strategies in relation to adolescent and adult drug use

Decision-making/refusal skills
Situation avoidance
Goal setting
Professional assistance (e.g., medical, counseling, support groups)
Parent involvement
10.2.9.C - Analyze media health and safety messages and describe their impact on personal health and safety.
10.2.12.C - Compare and contrast the positive and negative effects of the media on adult personal health and safety.

o
o

Curricular Connections: Technology, History

Adolescent Risk Behavior: Drug/Alcohol Use

Behavioral Objectives:
o Cognitive: The student will be able to differentiate between an internal and external influence and provide possible
examples of these influences when presenting their Dead Celebrity Project.
o Affective: The student will be able to show awareness of the influences they may face in everyday life when it comes
to drug and alcohol use.
o Skill: Analyzing influences

Brief Outline of Todays Lesson

1. Bell Ringer: Life Timeline
2. Introduction to the Lesson
o Discussion of Effects of Poor Decisions,
o What are Internal/External Influences
o What Influences Teens to Use Drugs/Alcohol?
3. Content & (Instructional Strategies)
o Consequences of Drug/Alcohol Use
o Appeal of Drugs and Alcohol
o Drug/Alcohol Ads: What is the Message? (Think/Pair/Share)
o Dead Celebrity Project (Classroom Posters)
1. Teachers will present an example project
2. Provide examples of accessing valid information
ii.
In-Class Learning Activity: Drug/Alcohol Ads (Think/Pair/Share)
iii.
In-Class Learning Activity: Dead Celebrity Project (Classroom Posters)
iv.
In-Class Learning Activity Assessment: Dead Celebrity Project (Poster Presentations)

v.

Final Thoughts/Conclusion of the lesson

Collected Assessment Data Evidence Submitted Document Separately (Labeled:

CollectedAssessmentDataEvidence)

Scoring Rubric:
Analytical Rubric for the In-Class Learning Activity Celebrity Death Project
Category

Content (Core
Concepts)

The response is complex,

accurate, comprehensive,
showing breadth & depth of
information; relationships are
described and conclusions
drawn.

The response identifies

relationships between 2 or
more health concepts; there is
some breadth of information,
although there may be minor
inaccuracies

The response shows some

accurate information about the
relationships between health
concepts, but the response is
incomplete and there are some
inaccuracies.

The response addresses the

assigned task but provides
little or no accurate
information about the
relationships between
health concepts.

Analyzing
Influences

This response shows evidence

of the ability to apply health
skills; the response is
complete and shows
proficiency in the skill

The response shows evidence

of the ability to apply health
skills; the response is mostly
complete but may not be fully
proficient

The response shows some

evidence of the ability to apply
health skills; the response may
have inaccuracies or be
incomplete

The response shows little

or no evidence of the
ability to apply health
skills.

Tombstone
creativity

This poster is exceptionally

attractive in terms of design,
layout, and creativity

This poster is attractive in

terms of design, layout, and
neatness

This poster is acceptably

attractive in terms of design,
layout, and neatness

This poster is distractingly

messy or very poorly
designed

Tombstone
neatness

This poster is exceptionally

attractive in terms of design,
layout, and neatness

This poster is attractive in

terms of design, layout, and
neatness

This poster is acceptably

attractive in terms of design,
layout, and neatness

This poster is distractingly

messy or very poorly
designed

Colorful

This poster has 3 or more

colors outside of black and

This poster has 2 colors

outside of black and white

This poster has 1 color outside

of black and white

This poster is completed in

black and white only with

white incorporated into its

design

incorporated into its design

incorporated into its design

Legible

This poster is written with all

writing easy to read and
understand.

This poster is written with 1

to 2 written facts/information
that is unable to be
read/understood

This poster is written with 2 to This poster has four or

3 written facts/information that more written facts or
is unable to be read/understood information that is unable
to be read/understood

Celebrity
facts

5 or more accurate facts about

the celebrity

4-3 accurate facts about the

celebrity

2-1 accurate facts about the

celebrity

No accurate facts are

included about the celebrity

Major
contribution
from celebrity

Elaboration consists of three

of more specific, developed
details

Elaboration consists of two

specific developed details or 3
non-specific details

Elaboration consists of one

specific developed detail or
two non-specific details

Elaboration consists of no
specific developed details
or no cause of death is
included.

Cause of
death

Cause of death is identified

and clearly explained/outlined
in detail

Cause of death is identified

but its explanation/ outline is
lacking some clarity

Cause of death is identified but

it is not explained or outlined

Cause of death is not

included.

Presentation
Style

Student presents with easy

confidence, speaks very well,
loudly and clearly, maintains
excellent engagement

Student is mostly confident,

speaks well, sometimes loud,
engaged with the audience

Student voice is low and

unclear, difficult to keep
engagement with audience

Student lacks confidence,

does not speak clearly, not
engaged with audience

Research:
Complete
Coverage

Student presents a
comprehensive view of topic,
excellent evidence. Covers
each topic from checklist.

Student presents a good

overview of topic, good
evidence. Missing 1-2 pieces
of content from checklist.

Student has some overview of

topic. Not well supported.
Missing 3-4 pieces of content
from checklist.

Student does not present

overview. Missing 5+
pieces of content from
checklist or has no content.

Name: _________________________________________________ Period: ____________

Celebrity: ____________________________________________ Age at death: __________

no color in its design

Date of Birth: _________________________ Date of Death: ________________________

Score: ________/50

Performance Indicators
o 1.12.3 Analyze how environment and personal health are interrelated
o 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors
o 2.12.5 Evaluate the effects of media on personal and family health
Final Grade Sheet with Teacher Comments/Feedback Submitted document separately (Labeled:
FinalGradesWithFeedback)

Written Reflection

For our presentation assignment, we had students create posters of an assigned dead celebrity which they would get a chance to
present at the end of class. The students enjoyed doing these projects, but one of the biggest set-backs was a factor of time. Some students
were more focused on how their poster looked as opposed to the what content they were putting onto it. For next time, I think the rubric
should put less emphasis on creativity, neatness, colorfulness, and legibility. These were all their own individual graded categories, and
because of this, some students tended to put more emphasis in these areas rather than the areas that were more important such as
content. For example, when most students were close to finishing up, there were a few students still decorating their papers with little
content. We had to encourage them to work on writing down their facts and decorate once that was finished. These could more easily be fit
into 1 or 2 categories; this way students wouldnt focus on the less important aspects of grading.

With only one class period, it made it difficult to fit everything in that we wanted, so some activities were rushed. Students were not
allowed much time (if any) to practice presentations. Some students were able to complete their projects, while others still had a bit of work
to do. When I have my own class and agenda to manage, ideally this lesson would be broken into at least 2 separate lessons. One period
would be best for research and poster development, while the next class would be more focused on the presentation side of things. This way
students would get an opportunity to polish their projects and practice their presentations. Also, if students know ahead of time, you can
assign them a presentation order so they know exactly when they will be goin. Being that we only had 90 minutes, we got as much
accomplished as we could, which had a decent outcome. Not every student had an opportunity to present which was probably the biggest
downfall.
One of the strengths of the lesson was that the content development was appropriate. Students were able to apply the topics that we
learned to the culminating project. Additionally, students seemed to enjoy doing these projects. Several students were excited to reveal the
information they found about their celebrity as we were walking around conversing with them. It was also a good opportunity to discuss
possibilities of influences. Other students were able to add commentary after presentations that suggested different possible influences a
goal that we were happy to see being accomplished.
Another strength was that we had a sample poster made up. This showed the students exactly what we were looking for. It may have
been more beneficial to have copies of the poster, or multiple different posters made up. If we had different styles of posters, it may have
diversified more of the student posters.
A disadvantage of performance assessment is that not all students will perform well. Certain students may achieve the highest
standards in certain areas, but when it comes to performance, they may perform poorly. It is also inconvenient when grading to have to go
back and look at the students work, compare it to the rubric from their presentation, and try to remember how they performed based off of
memory and jotted down notes.

Creating a rubric really shows how difficult it can be to grade material. After comparing the rubric to the projects, there are a few
changes I would make. I would also add in some areas such as grammar, and remove/combine other areas as I mentioned earlier. I can
definitely see how important it is to make a rubric as well as EDIT the rubric. Next time I assigned this project, there would definitely be
changes to the rubric, as it was not perfect the first time around.
Possible improvements to the lesson would be to have students work together. Collaboration would definitely make the project go a bit
faster when you break it down into roles although some students may miss learning opportunities this way. Another improvement might be
to take out the Effects of Poor Decisions Activity. Although it did tie into our lesson, it wasnt exactly the focus of our lesson and didnt fit the
flow of the lesson. As I mentioned before, having more time would be ideal, but due to time restrictions we had to utilize our time the best we
could. Even with this boundary, I thought that our lesson went over very well and we accomplished most of everything we had wanted to.