1. Cory R.

Underwood

2. Your Final Literacy/Media Unit Plan

Subject(s): Health Issues

Grade(s): 9 12

Topic(s) of Unit:

Alcohol, Tobacco, and Other Drugs

Over the Counter Misuse and Abuse

Alcohol and Tobacco

Getting Help

3. Brief Overview of the Final Unit Plan

The purpose of this unit is to provide students with information on the effects of alcohol,
tobacco, and other drugs. This unit will also enhance healthy behaviors by assisting
students in developing strategies against pressures for drug use and the risks associated
with drug use and abuse.

4. Brief description of the goals and content of the final unit plan.
 Students will browse the internet for reliable information on the effects of drugs
use, misuse and abuse.

Students will create a drug presentation project to assess their level of

understanding and gaining knowledge of a chosen drug.

Student will work in teacher selected groups to become knowledgeable on a

specific drug and then are responsible in teaching and educating the rest of class
about this drug using Jigsaw grouping.

5. Suggested use of the resource: how it might fit into the curriculum for the subject
and grade level that you teach or hope to teach.

This unit fits directly into the curriculum especially since the one provided is
outdated. The unit I have created will provide educators and students with new
innovative and creative teaching methods.

The unit is an important one especially with my grade level as my students are
faced with challenges associated with this topic frequently. It is vital that they
learn how to counteract negative influences.

The lesson can precede the next unit on disease and use the use of needles and
other risks associated with drug and alcohol use to the next unit.

6. Information Literacy Evaluation

Standards for the 21st Century Learner (AASL, 2007)

Inquire, Think Critically, Gain Knowledge

 o Students will first tap into prior knowledge of drugs with a pre assessment
to see what they know.

o Complete the Know and Want to Know columns of a Know, Want to

Know, Learn (KWL) chart until the unit is complete and then finish the L
column.

Finding Information
o I will have assigned days to take students to the computer lab to access
information on a specific drug. Once information has been attained, spend
time discussing that information.
o Take students to the media center to use books instead of searching the
internet for reliable information on drugs.
o Using Schoology, require students to find an article that shares
information on a specified drug determined by the teacher.
Evaluation of Information
o Create public service announcements or pamphlets on the effects of drugs
and where to get help. After approved by teacher students will post
somewhere in the school.
o Using Padlet, students will post facts about alcohol, tobacco, and other
drugs and share website with friends.
o Write a brief constructed response (BCR) to express knowledge that has
been gained to be completed by the end of the unit.
Use of Information Citing Sources
o Create a stance taking approach or informative approach presentation on
alcohol, tobacco, and other drugs using PowerPoint, Prezi, or Emaze.
Student will be required to search the web and research the history,
scientific and street names, effects, and ways of use of their chosen drug.
In doing so they will be responsible for citing sources where information
is obtained.

7. GEM Criteria Evaluation

Accuracy (5/5)

o The unit is very specific and aligns directly with National Standards.
 o Each lesson is equipped with its own State and National Standards, as well
as a separate objective for each lesson.

Appropriateness (4/5)

o Many of the students that I teach do not read on grade level.

o They are unfamiliar with some of the health terms but know terms in their
more basic form.

Clarity (4/5)

o The unit is clear in its purpose from lesson to lesson.

o The guidelines for the activities are congruent with pre instruction and
makes clear of the expectations that are set for the activity.

o It is also clear as to what students should gain from the activity.

Completeness (5/5)

o The unit completes the idea of each lesson before transitioning to the next.

o Each topic of each lesson is in order from the introduction of alcohol,

tobacco, and other drugs, to the conclusion of where people can go to get
help.

o Many times units cover the effects of drugs will and inform the student on
what happens within the body, but not where help is available to quit
especially in cases of addiction.

Motivation (5/5)

o Use of technology (i.e. cell phone, tablet, and computer) helps with
engagement and participation which in turn motivates students to want to
learn the material.

o Group activities give students an opportunity to not have to completely do

all of the work individually while also learning and collaborating with one
another creatively.
 Organization (5/5)

o Each lesson throughout the unit flows with each activity. From wording
of the objective, introductory activities, guided activities, independent
practice, assessments, and closure activities.

o Each lesson is formatted equally to increase fluency of the unit and routine
from lesson to lesson.

8. Media Literacy Evaluation

Analyze Media

Understand both how and why media messages are constructed, and for what
purposes
Examine how individuals interpret messages differently, how values and points of
view are included or excluded, and how media can influence beliefs and behaviors
Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of media
o When assigning the drug presentation project I would suspect many students to
want to choose marijuana. Many students do not understand how harmful the
drug is and do not believe it is actually a drug. Doing research on this drug as
well as others may influence beliefs and behaviors in a positive way.
o Cultures use some drugs or certain ingredients within the drugs for different
purposes. The research that will be required of students will help them see views
from others from all over the world and hopefully give them a better
understanding of drugs other than their own.
o Completing assignments will also include citing sources for the work they have
accessed. Properly doing this will require student to apply a fundamental
understanding of ethical and legal issues with use of media.

Create Media Products

 Understand and utilize the most appropriate media creation tools, characteristics
and conventions
Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multi-cultural environments
o To create their presentations on drugs, students will use traditional tools such as
PowerPoint.
o Introducing students to other presentation creation tools like Prezi and Emaze
which are more appealing.

9. Content Standards Evaluation

State Standard: Students will demonstrate the ability to use drug knowledge, decision-making
skills, and health enhancing strategies to address, the non-use, use, and abuse of medications,
alcohol, tobacco, and other drugs.

Through group skits students will be required to develop and demonstrate

personal strategies to present to the class in real life situations.

Assessments such as exit tickets, quizzes, and tests will be used to assess measure
the students level of drug knowledge.

PowerPoint, Prezi, and Emaze presentations created by the students will be a

method to assess drug knowledge gained from the unit.

National Health Education Standards

Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.

Students will learn that alcohol, tobacco, and other drugs often put people in
vulnerable situations that put them at risk of contracting diseases.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology and
other factors on health behaviors.

All of these elements are influences as to why people engage is risky drug related
activity. Understanding why can help students recognize these situations and
 reduce the chances that they will engage in these activities and instead use
strategies to counteract negative influences.

Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.

Students will be responsible for creating their own prescription medication. They
will have to properly access information on products to understand how to
properly complete the assignment by knowing what is included in the medication
label.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce risks.

Through class discussion students can collectively develop ways and strategies to
reduce risks they encounter daily.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and
community health.

Creating a health pamphlet on drugs about how they affect people and where
people can get help.

ISTE

1b Create original works as a means of personal or group expression.

Use of Socrative for warm up and exit ticket activities.

Creating prescription medications.

Public service announcement pamphlets.

Creating projects with PowerPoint, Prezi, and Emaze.

2b - Communicate information and ideas effectively to multiple audiences using a variety of

media and formats.

Use of Socrative for warm up and exit ticket activities.

 Class Padlet web page.

Public service announcement pamphlets.

3b - Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media.

Using the internet to search for information regarding alcohol, tobacco, and other
drug use, misuse, and abuse.

6a Understand and use technology systems.

Use of the internet to contribute to the class Padlet web page.

Creating presentations using creative tools with technology.

10. Final Unit Summary

The Alcohol, Tobacco, and Other Drugs unit is dedicated to help high school students
gain knowledge on some of the ways drugs affect the body. Often times the effects are
not well known by students at this age so its important to discuss these as they are also
curious and may want to experiment. While the unit may not discuss every drug known
to man, it does a good job of providing information to students about some of the most
popular.
Providing information and resources on how and where to get help is an important
element of the unit that many units such as this may not go in to as much depth with.
This is information to be shared with peers, family members, and the community.
Knowing the demographics of my students helps with this because I can know what type
of environment they are in daily which can help modify what is needed to include in the
unit.
Though it is not referenced in the daily unit plans document. Days are carved into
the week to take students to the computer lab to work on project presentations as some
students do not have access to a computer and/or the internet at home. I am confident
that my unit plan gives my students every opportunity to succeed in gaining the
knowledge that is presented to them.
References

"Media Literacy - The Partnership for 21st Century Skills." Media Literacy - The Partnership for

21st Century Skills. N.p., n.d. Web. 28 Nov. 2014. <http://www.p21.org/about-us/p21-

framework/349>.
"Standards for the 21st-Century Learner." American Library Association. N.p., n.d. Web. 29

Nov. 2014. <http://www.ala.org/aasl/standards-guidelines/learning-standards>.

"Lesson Planning, Lesson Plan Formats and Lesson Plan Ideas." Lesson Planning, Lesson Plan

Formats and Lesson Plan Ideas. N.p., n.d. Web. 29 Nov. 2014.

<http://www.adprima.com/lesson.htm>.