Health

=**Subject: Health **=

Curriculum Standards:
Health Standard 4: Students will be demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risk.
 * 4.12.1: Utilize skills for communicating effectively with family, peers, and others to enhance health.
 * 4.12.2: Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.

Health Standard 8: Students will demonstrate the ability to advocate for personal, family and community health. 
 * 8.12.4: Adapt health messages and communication techniques to a specific target audience.

 Technology:

 * Computer Lab with 30 computers
 * The Partnership for a Drug Free America website: (http://www.drugfree.org/)
 * National Institute on Drug Abuse website: (http://www.nida.nih.gov/)
 * National Institute on Drug Abuse Club Drugs website: (http://www.clubdrugs.org/)
 * National Institute on Drug Abuse Anabolic Steroid Abuse website: (http://www.steroidabuse.org/)
 * National Clearinghouse for Drug and Alcohol Information website: (http://ncadi.samhsa.gov/)
 * American Council for Drug Education website: (http://www.acde.org/)
 * Microsoft Word
 * DVD Video Camera
 * Microphones
 * Windows Movie Maker (http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx)
 * Ceiling Mounted Projector

** Description: **
Students will research a category of drugs and create a skit in talk show format to present to their classmates. This lesson will take multiple class periods to complete and may require some guidance with the technology used. The teacher will divide students into seven groups and assign each group a drug category to research using the websites provided. After the groups have completed their talk shows the class will watch them on the screen using the ceiling mounted projector. The final talk shows will also be posted on the Health class web page to allow for other members of the school community to access and view them if desired.
 * 1) The seven drug categories to be researched include:
 * Club drugs
 * Hallucinogens
 * Sedatives
 * Amphetamines
 * Narcotics
 * Inhalants
 * 1) Students will research the following information in relationship to their drug category and type their notes into Microsoft Word:
 * Street name
 * Varieties available
 * Short and long term effects on the body
 * Treatment
 * Signs of usage
 * Addiction and recovery process
 * General effects of drug usage on family and friends
 * 1) Following the research students will begin to write the script for the talk show their group will present to their classmates. The talk show must:
 * Use humor, spoofing of a familiar talk show format, or some other creative idea to gain the attention of the viewers. Examples to suggest are:
 * A "guest interview" where one person hosts and the rest of the group members take on roles such as recovering addict, treatment counselor or doctor.
 * A "panel interview" where the students take fake email, text message, or call in questions from the audience.
 * A "magazine interview" where a reporter would cover the main topic and other group members would report on additional subtopics.
 * Include three different role play scenarios that involve peer pressure and drugs.
 * Be typed using Microsoft Word.
 * 1) Once the talk show scripts have been developed and rehearsed each group will record their talk show using a DVD Video Camera. They will be allowed to record multiple takes of each section of their talk show in order to be able to choose the best one to use in the final product they create using Microsoft Movie Maker.

Supporting Research:
According to Anita Brooks Kirkland in her article, //Making Movies: Digital Video Production in the School Library Program//, having students create their own digital productions allows them to develop media literacy as they explore the steps that go into developing an effective production. She also states that having students create videos allows them to have an authentic audience in their peers, thus empowering them to share their work in a meaningful way. Kirkland finds that the process of creating a video is similar to the research process students learn throughout their schooling. By making a video they must first follow the stages of pre-production (writing the script), production (the filming), post-production (editing), and distribution (sharing with classmates). The creation of a digital production is seen as a way to show the research process in action, thus creating a cross curricular connection. Students will be engaged and excited to create something that shows their personalities, while using previously learned strategies to uncover important information.

Kathy Bradley, the computer coordinator for the Ostego Local School District, states on her web page that using Windows Movie Maker in the classroom has constructivist teaching benefits, student benefits, and helps meet requirements set forth by the state of Ohio. Bradley says that students benefit through the use of Windows Movie Maker by being offered new methods of structured discovery, having varied learning styles addressed, being empowered, and being motivated. Bradley also supports the use of Windows Movie Maker because video is mentioned on at least thirty pages included in the Ohio Technology Content Standards.

**Tried & True or New & Innovative: **
This lesson contains both tried and true and new and innovative aspects involving technology. Students have been using the Internet to perform research for many years, as well as using Microsoft Word to type papers. Many students have also used video cameras to record events outside of school and should be familiar with this technology. However, students may not be accustomed to using Windows Movie Maker to edit film to make their final product. This is a new and innovative way of teaching the standard because usually students are asked to write things down and turn in hard copies of assignments and this project is requiring them to go a step further and record their work into a video to be shared with peers within and outside of their class.

APA Citations:
Bradley, K. (2005, April 7). //Why use Movie Maker in the classroom.// Retrieved October 28, 2008, from http://www.otsego.k12.oh.us/bradley/movie_why.htm

Kirkland, A. B. (2006). Making movies: Digital video production in the school library program. //School Libraries in Canada, 25//(3, Pt. 4), 11-16. Retrieved October 27, 2008, from Academic Search Complete database.

Terando, J. (n.d.). The drug dope show. In //In the mix-lesson plan//. Retrieved October 24, 2008, from PBS Web site: http://www.pbs.org/inthemix/educators/lessons/drugabuse1/