TEACHER: Erica Chavez DATE: December 11, 2018

OBJECTIVE: Students will learn information on GRADE LEVEL: Grades 7-8

prescription and non-prescription medication
and the importance of labels

Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards. For
the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are
important to accomplish

Students will understand all labels of a medicine bottle.

Students will know the differences prescription and non-prescription drug bottles/boxes.
Students will be able to read labels and understand its sections.
Students will know what happens when drug abuse/misuse occurs.

7-8: (4) The student knows how to research, access, analyze, and use health information. The student is expected
to:
(E) identify and explain the importance of each component of an over-the-counter drug warning label
(G) compare and contrast examples of various packaging and forms of medicines, including prescription drugs

(5) The student comprehends ways of applying health information related to prescription and over-the-counter
drugs to reduce health risks to the body systems and functions for a life span. The student is expected to:
(A) analyze the short- and long-term health consequences of prescription and over-the-counter drug misuse and
substance use disorders

Materials/Resources/Equipment Needed:
Materials needed are:

Over the counter drug boxes and labels.

Construction paper, scissors, with markers, pens, pencils, etc..
Foldable
Activity posters/ Activity Folder
Projector/ PowerPoint presentation

Instructional delivery (What information is essential for the student to know before beginning and how will this skill be
communicated to students? This is the section where you explicitly delineate how you will present the lesson. Direct
instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)

The types of ways which the lesson will be presented are through teacher lecture, small group work and discussion, and active
class rotation in a gallery walk. Students must have a basis knowledge of what medication is. From previous classes they will
know that when given colored cards in groups they will have a certain task within the group. Students will also know the basics of
what a foldable is, since it is used during the lecture. There is also a need for students to have a basic understanding of math
skills for a math problem given in lesson.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

 Anticipatory Set (ENGAGE): (Before you dig into the meat of your lesson’s instruction, set the stage for
your students by tapping into their prior knowledge and giving the objectives a context. What activities
will you use to focus students on the lesson for the day?)
Video will be shown to students on a recent death involving drug overdose/abuse. Following the video, through
class discussion they will talk and discuss what they thought about the video and if they knew who this person
was.

https://www.youtube.com/watch?v=K3jQRJ55c4M
https://www.youtube.com/watch?v=i7NbTlNoPm0

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive
little explanation and few terms at this point, because they are to define the problem or phenomenon in their
own words.

Students in groups anywhere between 3-5 will be given different (empty) bottles and boxes of prescription and non-
prescription medications No actual medications inside of bottles or boxes). They will be asked to write down what they
notice/know about the packaging. Then the “reporter” from each group will present one of their findings. The objective to
this is to get them to think about the packaging in ways they have never seen it before.

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you taught
them through the instructional delivery

Teacher will lecture with a Powerpoint presentation with important vocabulary terms, what overdose is/can do, and the
importance of each section on the drug label. Following the lecture there will be a group activity involving students walk
around the classroom. Students will label the different posters with their name regarding what part it is on the medication
label.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they
have mastered the skill without teacher guidance.)

During powerpoint presentation students will complete personal foldable which they fill in with the vocabulary terms and
what each section on the medication label contains. As the students go around in groups for the gallery walk to label each
poster with its name, this is a review that the wrote the correct notes, and learned the material.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

 Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have learned the
objective – FORMATIVE.)

Following all activities students will individually complete exit ticket with questions from lesson to check understanding of
the objective.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the
lesson by giving the lesson concepts further meaning for your students?)

To wrap up the lesson there will be a bit more of the group discussion on topics to see if students retained information.
The exit ticket is part of the review and evaluation to check the students understanding of lesson. Let students know that
they don’t want to be one the statistics that overdoses or takes medications incorrectly.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)