Lesson Makeover Assignment

Aniessa Edsall
Click on File/Make a Copy and save this document with the title FirstName LastName Lesson Makeover
Select a lesson from the provided Teacher Edition Lesson Plans. Transform your chosen lesson thoroughly into one that effectively
integrates technology, engages students, and differentiates for all types of learners. The bolded percentages indicate the weight of how
that portion will be graded. Use this Assessment Rubric to help guide your lesson makeover.
Grade/Subject/Title of Lesson:
HS Health

Why does this lesson need a makeover? 10 points

Reading a lesson can be boring because there is no actual engagement of the
students. Also, stating facts can sometimes have the effect of going in one ear
and out the other. To make sure students fully comprehend the facts about drugs
and the effects of abusing them, students need to be engaged with the lesson.
Writing on a chalkboard can automatically make students They can become
engaged with activities, visuals, and discussion.

Objectives 15 points
Clearly articulate exactly what
students will know and be able to
do because of participating in this
lesson. List the appropriate OAS
and ISTE standards associated
with the lesson as you plan to
teach it.

Assessment 15 points
List and explain the formative &
summative evidence they will
show you to demonstrate mastery
of the concept/knowledge/skill.
Use Rubistar (or any other tool) to
create your rubric and copy and
paste to the bottom of this
document.

http://rubistar.4teachers.org

Resources 10 points
List all resources you will need to
make this lesson happen.
(list specific websites, apps,
books, technology tools, etc.)

Instructional Plan 25 points

Describe in great detail what the
students and teachers will be
doing in the time frame for the
lesson. A substitute teacher should
have all the details they need to
pick up this instructional plan and
teach the lesson for you. Be sure
to describe how the students will
be using technology throughout
the lesson.

After the lesson, students will be

able to identify reasons people use
drugs, describe the dangers of
substance abuse, and discuss the
costs of drug use to the family, the
users family, and to society in
general.

Formative evidence: Students will

be able to take part in discussion
throughout lesson and have
accurate summaries or statements
that have facts from the lesson.
Afterwards, students will be
required to complete an
assignment that consists of
creating a PSA. They can use any
type of technology or resources to
complete the assignment. If the
message is clear and accurately
describes substance abuse and
the effects of it, students have
learned something, which is the
summative evidence.

http://teens.drugabuse.gov/drugfacts
http://www.drugabuse.gov/
Blendspace lesson:
https://www.blendspace.com/lesso
ns/eyUlwteLwxhMmA/

First, students will go through

blendspace lesson. In the lesson,
they will have access to two
websites that describe substance
abuse. These websites are meant
to be explored during the class
time, so students will be able to
choose which drugs they will learn
about and the effects of those
drugs. They will look at an
infographic that talks about
prescription drugs, which is the
most commonly abused drug.
After learning these things,
students will be asked to take part
in a discussion that will ask them
to state 4 drugs that have learned
about and the effects of those
drugs. After the discussion,
students will watch a video about
people and how drugs have
affected their lives and their loved
ones.
Once all of this is completed,
students will be asked to complete
a project PSA (Public Service
Announcement). This can be
anything, as long as a message or
point is clear.

Look back at the TIM model and explain where this lesson fits based on the level of technology integration and characteristics of the learning
environment. Explain how your makeover plan is a more innovative, differentiated lesson that integrates technology and thoroughly engages
your students? 25 points
This lesson is more innovative because students will be able to work on a project that can be anything such as a video, prezi, or an event as long
as students accurately convey a message about substance abuse. Through the use of Blendspace, students will be able to see websites, an
infographic and a video that gives the same lesson as the pages in the book did.

When completed, share this document with your instructor; be sure to give them the ability to edit the document.

Public Awareness Campaign : Substance Abuse 101

Student Name:

Teacher Name: Ms. Edsall

________________________________________

CATEGORY

Substance Abuse
Statistics

Students include 4
or more examples
of substance abuse
data to support the
campaign.

Students include at
least 3 examples of
substance abuse
data to support the
campaign.

Students include at
least 2 examples of
substance abuse
data to support the
campaign.

Students include
fewer than 2
examples of
substance abuse to
support the
campaign.

Data Sources

Students include 4
or more high
quality sources.

Students include 23 high quality

sources.

Students include 23 sources but some

of are questionable
quality.

Students include
fewer than 2
sources.

Problems with
Substance Abuse

Students identify
more than 4
reasonable,
insightful
barriers/problems
that need to

Students identify at
least 4 reasonable,
insightful
barriers/problems
that need to
change.

Students identify at
least 3 reasonable,
insightful
barriers/problems
that need to
change.

Students identify
fewer than 3
reasonable,
insightful
barriers/problems
that need to

change.

change.

Prevention of
Substance Abuse

Students identify
more than 4
reasonable,
insightful possible
solutions/strategies
to encourage
change.

Students identify at
least 4 reasonable,
insightful possible
solutions/strategies
to encourage
change.

Students identify at
least 3 reasonable,
insightful possible
solutions/strategies
to encourage
change.

Students identify
fewer than 3
reasonable,
insightful possible
solutions/strategies
to encourage
change.

Campaign/Product

Students create an
original, accurate
and interesting
product that
adequately
addresses
substance abuse
issues.

Students create an
accurate product
that adequately
addresses
substance abuse.

Students create an
accurate product
but it does not
adequately address
substance abuse.

The product is not

accurate.