Meredith+Anderson+Unit+Plan+Assignment

Problem- Based Learning Lesson

Grade Level: 9th and 10th Grade Special Education

Class: Read 180 Workshop 7: Your Brain Exposed

Subject Area Addressed: Science / Health

Materials: Journal, pen/pencil, internet, PowerPoint, notebook paper, rubrics, SmartBoard

** Goals ** Learning Objectives/Outcomes:
 * To tell/ write about the effects drugs and alcohol have on the brain
 * To generate questions and research ideas
 * To organize information

ISTE-Nets-S Addressed:
 * Research and information fluency
 * Creativity and Innovation
 * Technology Operations and Concepts

Ohio State Standards Addressed:
 * Compose open-ended questions for research
 * Use a variety of communication techniques to present information about a topic
 * Write or create informational reports

** Action ** Before-Class Preparation: Students will read the encyclopedia article “Your Brain” and learn about the brain stem, cerebellum, and cerebrum. Students will read about and discuss the functions of each of these parts.

During Class:

Journal: How do you think drugs and alcohol effect the brain? Once everyone is finished students will share answers. (write- 5 minutes, share-5 minutes)

Problem proposed: What are the effects drugs and alcohol have on the brain?

Explanation of why it is relevant: This is relevant to my high school students because we have been learning about the brain and how it works. This proposed problem will allow them to research the effects drugs and alcohol have on the brain. Providing students with facts can help in their decision making process.

Generate questions in small groups: Students will individually generate questions they want to research such as: Are some drugs less dangerous than others? What are the short term and long term effects of drug use?) Students will be asked to pick at least three questions they came up with to research and find answers to. ( 10 minutes)

Research: Students will use the internet to research and find information that answer their questions. Students will use previous knowledge to ensure that the website is reliable and valid. Students will write down or print their findings. (45 minutes)

Planning: Once students have completed their research we will meet in whole group to discuss the next step. The students will start to plan how they will deliver their findings to the class. The students will be given the option of making a pamphlet, PowerPoint presentation, or creating a podcast to present their information. Students will pick up a rubric corresponding to the option they chose. Students will be given 60 minutes of class time to plan out and work on their presentation.

Presenting: Students will present their findings to the class.

Technology: Students will use computers, internet, and one of the following: Microsoft Word, PowerPoint, or Podcast

** Monitor ** Differentiation: Students will be given three different options to present their information. Some students may need verbal prompts to help develop research questions or validate websites.

Assessment:
 * Formative Assessment: Students will write down one new thing he/she learned, make a connection, or make a relevant comment for each student’s presentation.
 * Summative Assessment: Students will be assessed based on the rubric.