5E Lesson Plan # 2

AUTHORS’ NAMES: Clancy Dunn            

TITLE OF THE LESSON: Alcohol, driving and the law

TECHNOLOGY LESSON (circle one):         Yes      No

DATE OF LESSON: October 20, 2008

LENGTH OF LESSON: 40 mins

NAME OF COURSE: Health

SOURCE OF THE LESSON: Lesson Planet

TEKS ADDRESSED: (7)  Health behaviors. The student analyzes the relationship between unsafe behaviors and personal health and develops strategies to promote resiliency throughout the life span. The student is expected to:

(A)  analyze the harmful effects of alcohol, tobacco, drugs, and other substances such as physical, mental, social, and legal consequences;

(B)  explain the relationship between alcohol, tobacco, and other drugs and other substances used by adolescents and the role these substances play in unsafe situations such as Human Immunodeficiency Virus (HIV)/Sexually Transmitted Disease (STD), unplanned pregnancies, and motor vehicle accidents;

(C)  develop strategies for preventing use of tobacco, alcohol, and other addictive substances;

(D)  analyze the importance of alternatives to drug and substance use;

(E)  analyze and apply strategies for avoiding violence, gangs, weapons, and drugs;

(F)  analyze strategies for preventing and responding to deliberate and accidental injuries;

(G)  analyze the relationship between the use of refusal skills and the avoidance of unsafe situations such as sexual abstinence;

(H)  analyze the importance and benefits of abstinence as it relates to emotional health and the prevention of pregnancy and sexually-transmitted diseases;

(I)  analyze the effectiveness and ineffectiveness of barrier protection and other contraceptive methods including the prevention of Sexually Transmitted Diseases (STDs), keeping in mind the effectiveness of remaining abstinent until marriage;

(J)  analyze the importance of healthy strategies that prevent physical, sexual, and emotional abuse such as date rape;

(K)  analyze the importance of abstinence from sexual activity as the preferred choice of behavior in relationship to all sexual activity for unmarried persons of school age; and

(L)  discuss abstinence from sexual activity as the only method that is 100% effective in preventing pregnancy, sexually transmitted diseases, and the sexual transmission of HIV or acquired immune deficiency syndrome, and the emotional trauma associated with adolescent sexual activity.

CONCEPT STATEMENT: To be able to understand that the choices the student makes effects his/ her body, emotions, and life.

PERFORMANCE OBJECTIVES: Students will be able to relate the legal and human rights and responsibilities underpinning society to the role and operation of the criminal and civil justice systems.

RESOURCES: Lesson Planet

SAFETY CONSIDERATIONS: None.

SUPLEMENTARY MATERIALS, HANDOUTS: Activity Sheet: Alcohol and Driving true or false cards, Answer sheet: Alcohol and Diving true or false cards

Engagement		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Gain students attention by asking question that requires them to think about how alcohol and diving have effective their life or the lives of others.	Do you know how alcohol affects you? How does it effect driving? What are the consequences?	Some students may have high emotions about the subject?

Exploration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Teacher will show a short PowerPoint showing some effects of alcohol on our bodies while driving and a few of the laws: MIP, PI, DWI, DUI, ect.	What does DWI, DUI, PI, and MIP stand for?	Students may know too much about the subject and the lesson will be taken over and redirected.

Explanation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask the students to share some personal experiences. Have them create a KWL chart on the Alcohol, driving and law.	Do you have any personal experiences with this topic? Would you share with the class?	Students may not want to share because of fear or embarrassment.

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Distribute copied of the cards to groups of 4 or 5 students. Have them sort the cards into true or false and discuss why. Allow groups to complete the activity and discuss amongst themselves. Bring the whole class back together. Focus on one or tow questions and compare the responses of the different groups before providing the correct answers. Distribute the answer sheet and allow them to check their own answers. Discuss probing questions in groups and as a class.	·       Is it ever ok to drink/take drugs and drive, even below the legal limit? ·       Should the law be changed so that drinking and driving is always illegal, even for a very small amount of alcohol? ·       Should the police be able to randomly breathalyse anyone driving a motor vehicle? ·       How would you deal with a situation where you knew the driver of car you were going to travel in was driving?	Student’s emotion may start to run high and lose control of the lesson. Other students may joke about the topic and not take it seriously.

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask the student, what they found interesting or to think of two things they have learned during the lesson.	Have you altered your views in any way?	Some may respond with a yes or no and give no elaboration.