Impairment Date: March 11, 2014

Teacher: Gina Maffezzoli School: Spartan Elementary Equipment Used: cones, socks, poly spots, stop watch (on phone), noodles

Class: KIN 355 Grade Level: 3rd grade Time: 10:20 am

Targeted NASPE Standard(s): NASPE Standards 1, 2, 5, 6

Specific Objective: By the end of this lesson, students will recognize and understand how alcohol impairs a persons information-processing skills and hand-eye coordination skills by answering the following question, Does alcohol slow down or speed up the functions of the brain? (answer: slow down); students will also share at least one example with a partner on how/why the impairments of alcohol can be dangerous. Concomitant Objective: Students will experience ways that alcohol can affect a persons brain and motor functions while staying physically active. Time Procedures Materi Followed als Warm Up: None 0 needed
Seconds 15 Seconds

45 Seconds

Transition: When I say go I need everyone to stand up, put their toes on the green line and a big smile on their face to show me they are ready to learn and have some fun! Set Induction: With toes on green line Raise your hand if you drove to school today in a car or

rode the bus. What kind of things do drivers need to pay attention to? Right, they have to be able to use their brains and their eyes to know where to go and also use their hands and feet to help them steer. Today, we are going to do an activity to show us how alcohol can affect these daily, normal functions.

40 Seconds

Transition: For this activity, we need to split up into 6 different teams. Count off by 6 Alright, 1s walk to this first cone. 2s skip to this second cone. 3s hops to the third cone. 4s walk to the fourth cone. 5s skip to the fifth cone. 6s hop to the sixth cone. Point to cones to help direct

where to go.

30 Seconds

1:30 Minutes

Learnable Piece: Alcohol impairs, or affects, your informationprocessing skillsyour brains ability to think and receive information from your environment, as well as your motor functions your ability to move, such as your hand-eye coordination. Today, you will take part in a relay where you will have to achieve certain tasks while feeling some of the impairments of alcohol.

Presentation of New Material/Directions: Round 1: First, we will do the relay without any impairments. I need everyone to untie their shoes. If you are not wearing shoes with laces, you will use

another teammates laces for the relay. When I say go, the first person in the relay will tie both their shoes. Then, they will hop from one poly spot to the next, like so (model). Once they complete this, they will stand behind the cone and cheer on their team. When your whole team is finished with the relay, sit down. SAFETY: o Make sure to stay in your teams relay zone so you arent bumpin g into other people. o Only one person can hop across the poly spots at a time, so you

have to wait until the person ahead of you is behind the cone to start. Check For Understandin g: o Whats the first thing you have to do in the relay? o After you tie your shoes what do you do? o What do you do when your whole time has complet ed the relay? Round 2: o Add socks and bat o This time, the first person will put a sock on each

hand, tie their shoes like last time, and then take the socks off and pass them to next person. o Then, you will pick up the noodle and spin around it 7 times (model a few spins) and then proceed to hop across the poly spots like before. o Again, make sure you stay in your own teams zone. You must wait til the person ahead

20 Seconds

of you has gone to the other side of the cone before you can start spinnin g. o Ask if any questio ns Transition: Tell students how long it took the team who won to complete the relay. Ask the first person at each cone to come up and grab a pair of socks and a noodle and then go back to their team and have everyone untie their shoes again. Guided Activity Time with Feedback: (will draw in)

2:30 Minutes

Transition: Announce how long it took for the team to complete the relay with impairments Sit down for review

N/A Minutes

1 Minute

Possible Modifications: If too easy increase number of spins If too hard decrease number of spins Lesson Review: Who noticed a difference in their ability to perform the tasks during the second round? Was it easier or harder? When you drink alcohol, you run the risk of impairing your motor functions and ability to think and process things correctly. Does alcohol slow down or speed up the functions of

the brain? Share with one of your teammates, at least one example, of how or why the impairments of alcohol can be dangerous.

Notes