My multimedia lesson plan

DATE: 23^rd November 2007.

CLASS: Form 6.

TIME: Two periods (2hours).

UNIT: Drugs

TOPIC : Alcohol its use and abuse.

REFERENCES CXC Chemistry by Arnold Samai & Susan Maraj.

PREREQUISITES Knowledge: students should know The definition of a drug. Kidney Functions. Skill: ICT skills Materials and Resources: For teacher Multimedia projector; Computer with Internet access. For students Script for role play Computer with Internet access.

CONCEPT: Drugs are used on a daily basis and may have both good and ill effects on the body and by extension on society. One such drug is alcohol which is a commonly abused substance that has adverse effects on the body and on society. There are also many uses of alcohol such as in medicine in and in common cleaning agents.

OBJECTIVES At the end of the lesson, students will be able to: 1. Discuss the social implications of alcohol consumption on the body Classification Comprehension 2.Discuss the social implications of alcohol in society 4. List some uses of alcohol 3. Make decisions regarding the consumption of alcohol Comprehension Knowledge Affective

PROCESS SKILLS During this lesson, student will be engaged in: Identifying/formulating a problem Designing and Planning an experimental procedure Setting up and executing experimental work Observing and measuring Recording data and observations Interpreting and evaluating data and observations Communicating scientific ideas, observations and arguments Applying scientific ideas and methods to solve qualitative and quantitative problems Decision-making based on examination of evidence and arguments Extracting from available information data relevant to a particular situation

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ACTIVITIES: Set Induction Introduction: Students perform a brief skit about a group of independent persons leaving a party after consuming large amounts of alcohol. Conversations take place between them and other persons while leaving the party. This role play is intended to highlight drunkenness, promiscuity, verbal abuse and physical abuse. Development: Teacher elicits response from students on their views on alcohol consumption. Students are asked to list some effects of excessive alcohol intake that were observed in the skit. Students are then asked to reflect and come up with some effects of excessive alcohol consumption on society (their friends, family etc.). Teacher listens attentively to students and then proceeds to direct students to the web quest to build on students existing knowledge (constructivism). Students are then divided into groups of six. The web quest is designed for self directed learning to allow for student centeredness. As is customary with inquiry based learning essential questions and guiding question are provided in the web quest to guide students. The Essential Question: What are the implications of using alcohol at home, by individuals and to society? The Guiding Questions: 1. What is a drug? 2. What effects does the use of alcohol have on the body? 3. What are the signs and symptoms of excessive alcohol consumption? 4. What methods can be used to alleviate these symptoms? 5. What are the implications of alcohol abuse on society? 6. What are some of the beneficial uses of alcohol? National Educational Technology Standards for Students. Creativity and Innovation. Students demonstrate creative thinking, construct knowledge and develop innovative products using technology. Students: a.) Apply existing knowledge to generate new ideas and products by using their prior knowledge and experiences to build new information. In this way they are constructing new knowledge by using their prior knowledge as a scaffold to build and construct new knowledge by inquiry. Communication and Collaboration. Students use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Students: (a) Interact, collaborate and publish with peers, a variety of digital environments and media. Students work in groups using a collaborative and interactive approach, in which they are better able to understand the issue that the lesson addresses. Negotiation of ideas takes place making learning meaningful. 3. Research and Information Fluency. Students apply digital tools to gather, evaluate and use information (web quest). Students use planning strategies to guide inquiry (to generate a proposal solve the case). 4. Critical thinking, problem solving and decision making. Students use critical thinking skills to conduct research and make informed decisions using digital tools and resources. Students collect the information relevant to their inquiry, analyze them and make decisions as to a suitable plan that can be executed to solve the case. Throughout the process they are engaged in conceptual understanding. 5. Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems and operations. Students: a. Understand and use technology systems. b. Select and use applications effectively and productively. Consolidation: Having explored the websites outlined, you are kindly required to develop a multimedia presentation for 30-45 minutes duration on your findings. This is an open task. You can use whichever form of multimedia presentation your group desires. It may range from a power point presentation to a stand alone documentary with animations, videos or pictures. I wish to emphasize that anything technologically legal is allowed and the content must be suitable for your age group ( ages 17-18).A rubric is provided for the evaluation of your presentation and peer evaluation will also be conducted. Attention Please see student product attached. Web quest is also included. Please note that the web quest is best viewed at a resolution of 1280 * 1200.The folder is named alcoholism.