Teenage Substance Abuse and Underage Drinking

Over the years when talking with students or hearing them discuss their social activities I have often perceived a student attitude of "what is the big deal about smoking a little weed (marijuana) or underage drinking?" Coupled with the attitude of "kids will be kids" and kids "experiment and taking risks is normal". When marijuana use and underage drinking is identified as an illegal activity, another common response is that "it is just a misdemeanor" which assumes that they are fully accepting that breaking a "small" level law is okay.

Let's watch this video of a teenager coming home from the dentist where he had oral surgery (wisdom tooth removal). He was given legal drugs by a doctor for the pain and  is still under the effects of the drugs. He is with his parents and they filmed his behavior for the humor of it. I think beyond the humor value the video shows how a person reacts when their body and mind is altered by drugs. While the video is humorous I want you to think beyond the humor value. Consider what if this teenager was in the backseat of a friend's car going to or coming back from a party under the influence of drugs...How might that be different...?

Class Activity: 
I. Pre-Video Discussion. Prior to seeing the blog post or watching the video, the class is broken down into small groups (4 to 5) sitting in small fishbowl groups. They will discuss the question, "What is the BIG DEAL about smoking a little weed or underage drinking?"

II. Read Blog Post & Watch Video: Teacher reads the blog post and orients class to the video. The class watches the video and is prompted to see beyond the intent of the original purpose of the video (humor) and views it from the perspective a teenager, their friend in a car under the influence of an illegal substance.

III. Post Viewing Discussion: Teacher facilitates a class discussion in relation to the behaviors observed by the teenager under the influence of legal drugs while recovering from oral surgery (wisdom teeth removed).  

A. Review the original small group notes taken prior to the video.

B. They now discuss their opinions in relation to the video and its impact on a teenager in an unsupervised social situation while under the impact of an illegal substance:
    (1) Mood Swings (Sad, Angry, Violent, Happy)

    (2) Brain Function: Certainty sometimes and other times being total clueless. Does the way he thinks make sense to him? Does he feel at times that there is nothing wrong with his reality?

    (3) Paranoia: Give examples, why is this a concern?

    (4) Potential for Danger or Unsafe Situation: Running Away, Driving, Going with people you don't know, not alert of aware of your surroundings, grab the wheel from the driver, cross the street in traffic, being physically taken advantage of by others, feeling you are superman or superwoman...

    (5) Social Media: captures embarrassing moments or illegal activities that will last forever...consequences to your future. 

IV.  In Class Group Assignment: Form up in the small groups you were in yesterday and draft a group guidance (advice) letter to freshmen cadets talking about the issue of substance abuse  (underage drinking and illegal drug use). This assignment will be turned in at the end of class. 

Learning to Write Code (Computer Programming)

I went to a teacher conference at the end of last week and they talked about an area that is key to innovation, and it is called Coding. This area is becoming a lost art. How does one program a computer to do something or solve a problem. Coding. It is about computational thinking, how to see problems and then how to solve or fix problems using technology. It is an area where many future jobs will be available in every field. Lets take a look at this...

There is this campaign sponsored by Computer Science Ed Week, called an Hour of Code, it runs from Dec 9 to Dec 15 so lets take a look.

Location of the Web-sight for the Tutorials: Click on Link below

Coding Tutorials

Homework Assignment: 
1. Determine Where you will do your Hour of Code? What computer & location will you be using?

2. Which Tutorial will you watch from the above Link?

3. Go to the Website and do the Hour of Code! It is okay if you program with a pair as a team, just let me know. 

4. You need to answer the top three questions by Tuesday (Close of Day on Dec 10th) by making a blog entry with your class period and first name & name of partner if you are pair programming.   

CEREMONIAL FLAG FOLDING

This class will be about learning to fold a flag ceremoniously. We often participate in flag appreciation ceremonies and other events where our flag is presented to family members as a tribute to their sacrifice for fallen service members. Proper flag etiquette is very important as a citizen, let alone as a member of a Navy JROTC unit. 

 The above video is a 6 person flag folding detail similar to an American Legion flag Appreciation Ceremony. 

The below video is a 2 person folding detail. While this video lacks the precision of a military unit like the US Army Old Guard or the Marines from 8th and I, it demonstrates the techniques. 

2 person How To Fold the American Flag

How is the POTUS Doing?

How is President Barack Obama doing as our President? 

1. Form into 5 person small groups.

2. Determine in your groups opinion how POTUS is doing both domestically and in foreign affairs?

3. Use all of the resources you have available.

Why is STEM important...? Imagine if people had not created this technology...?

Before you watch the video, ask yourself the following questions...

WHY STEM IS IMPORTANT


What would have happened if someone didn't think this was possible? Some people's big idea was to develop the medical procedures to do this?

Who designed the miniature tubes? Who made the tubes? 

Who designed the machines? Who made the machines?

Who did the mathematical computations to figure out to read and record all of the testing, research, and development to determine the right air flow, temperature, lighting required for this to be successful. 

Just in case you don't think STEM is not important, it is for this family?

WATCH THE VIDEO NOW, and then ASK YOURSELF THESE QUESTIONS AGAIN. 

Cadets Using PBL (Projects Based Learning) ...What Is It?

Here is a short video about Project Based Learning (PBL), lets take a look at what it is.

Here is a Link To another short video about PBL:

PBL Are You Engaged Yet?


Lets talk about how we might conduct a year long project based learning with a year timeline? 

Let Us Grade Homer

Purpose of this Task in Class: To become more familiar with the school-wide rubric (assessment tool) which will be used for you to assess and evaluate yourself, your peers, and that the teacher will utilize to assess and evaluate you. 

Administrative Instructions: 

• Provide every student with their own hard copy of the rubric (BMHS Problem Solving / Critical Thinking / Innovation).
• Have students write their own name and class period on the top of the rubric.
• Rank the criteria in sequence from (Step 1) Define the Problem through (Step 6) Develop A Plan of Action to familiarize them with the process. 
• Write the name of "Homer Hickam" on the upper right corner of rubric sheet. (He is the "student" they the "teacher" will conduct a summative assess on from the movie the October Sky. Homer Hickam was one of the West Virginia Rocket Boys who through his passion for space, creativity, and innovative spirit launched amateur rockets in high school. 
• Have each student split each criteria assessment box in half by drawing a line. See below picture. 
• Conduct a quick review of the rubric criteria (6 criteria) and assessment ratings (basic, goal, developing, exemplary)
   

CLASSROOM TASK:  The discussion associated with the assessment ratings is more important than the assessment ratings themselves. 

Step 1: (Your Summative Assessment of Homer Hickam) Review rubric content and scoring criteria by yourself. In the teacher evaluation column grade Homer in each of the six rubric criteria and assign one of the following assessment ratings (B,G, D, or E). (Individual Summative Assessment)

Assessment Ratings: Basic, Goal, Developing, Exemplary (refer to rubric for definitions of each rating for each category)

Step 2:  (Group Collaborative Feedback on Hickam Summative Assessments) Form into 4 person small groups and discuss your grades with the group. Annotate the group grade on the rubric sheet. Taking the BMHS Problem Solving / Critical Thinking / Innovation school wide rubric, in small groups you will grade Homer Hickam's performance in his big idea project.

Steps 1 and 2

Step 3: (Formative Self Assessment on Your Big Idea Project) Remain in your small group seating arrangements. Now that you are somewhat familiar with using this rubric to assess someone else (Homer Hickam) as well as discussing how other in your small group used it to assess Homer Hickam, now you will conduct a formative self assessment of your performance thus far on your Big Idea Project using the rubric. Do not collaborate during this step. Your candid assessment of yourself is key. Your assessment DOES NOT EQUATE TO YOUR GRADE. 

Steps 3 and 4

Step 4: (Group Collaborative Feedback on your Formative Self Assessment) Once your self assessment is done, now you will collaborate and share your formative self assessment (Big Idea Project) per criteria with your small group. Collaborate and give each other constructive input on how each can improve.  

Step 5: (SNSI Teacher Formative Assessment of Student's Performance on their Big Idea Project). Teacher will use the rubric to assess each cadets present level of learning on their Big Idea Project at this time. Their assessment rating score will be entered in the bottom quadrant of the student score box for this evolution. 

Note: If you were absent see the teacher to make up this assignment.

The Rubric is a tool to evaluate and assess student learning and can be used to measure the effectiveness of student centered activities. It assists the teacher in how to navigate the depth and direction