CEP Lesson Plan Form

Teacher: Mattie Becker/Daniela Evans Date: 2/27/2018

School: Thompson Valley High School Grade Level: 9/10

Content Area:

Title: Contraception Lesson #:__ of __

Lesson Idea/Topic and
Rational/Relevance:
What are you going to
teach and why is this
lesson of importance to
your students? How is it
relevant to students of
this age and
background?
This lesson fits in with the Understanding Human Sexuality Unit of Teen
Choices. This is important for students to learn how to responsibly make
decisions about their sexuality and their bodies. This also explores all of the
different options available to them to protect themselves. Students of this
age may or may not be sexually active but providing them this information
gives them the information they need to be responsible.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

TCHS.01 Human Sexuality

FMCS.06 (Teen) Integrate multiple life roles and responsibilities in family work and community settings.

FMCS.06.01 (Teen) Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community
and global).

FMCS.06.01.b (Teen) Develop a life plan, including pathways to acquiring the knowledge and skills needed to achieve
individual, family,
and career goals.

FMCS.07 (Teen) Evaluate management practices related to human, economic and environmental resources.

FMCS.07.01 (Teen) Demonstrate the management of individual and family resources such as food, clothing, shelter, health care,
recreation, transportation, time and human capital.

FMCS.07.01.b (Teen) Summarize information about procuring and maintaining health care to meet the needs of individuals
and family
members.

FMCS.08 (Teen) Use reasoning processes, individually and collaboratively, to take responsible action in families, workplaces and
communities.

FMCS.08.01 (Teen) Evaluate reasoning for self and others.

FMCS.08.01.a (Teen) Analyze different kinds of reasoning (e.g., scientific, practical, interpersonal).

FMCS.08.01.b (Teen) Distinguish between adequate and inadequate reasoning.

FMCS.08.01.c (Teen) Establish criteria for adequate reasoning.

FMCS.08.01.d (Teen) Contrast consequences of adequate and inadequate reasoning for self, others, culture/society, and

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CEP Lesson Plan Form

global
environment.

FMCS.08.02 (Teen) Analyze recurring and evolving family, workplace and community concerns.

FMCS.08.02.a (Teen) Classify different types of concerns (e.g., theoretic, technical, practical) and possible methods for
addressing them.

FMCS.08.02.c (Teen) Describe conditions and circumstances that create or sustain recurring and evolving concerns.

FMCS.08.05 (Teen) Demonstrate scientific inquiry and reasoning to gain factual knowledge and test theories on which to base
judgments for action.

FMCS.08.05.a (Teen) Delineate scope, concepts, and scientific terminology for a particular inquiry.

FMCS.08.05.b (Teen) Judge validity and reliability of information, sources, opinions, and evidence.

TCHS.02 Teen Pregnancy

FMCS.08.02 (Teen) Analyze recurring and evolving family, workplace and community concerns.

FMCS.08.02.a (Teen) Classify different types of concerns (e.g., theoretic, technical, practical) and possible methods for
addressing them.

FMCS.08.02.c (Teen) Describe conditions and circumstances that create or sustain recurring and evolving concerns.

Understandings: (Big Ideas)

The different forms of contraception, what is available, and an understanding of how each works and its
effectiveness

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

What are the different forms of birth control? How are they utilized? What is the effectiveness of each?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can:

I can identify different methods of birth control

I can explain how each different method of birth control works

I can differentiate between the most and least effective methods of birth control

This means:

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CEP Lesson Plan Form

I can make informed decisions about birth control and what is best for me and my body

List of Assessments: (Note whether the assessment is formative or summative)

Formative assessment: What have students learned from their exploration of their own question?

Were students able to complete the note sheet via self-guided exploration?

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to Contraception Scavenger Hunt
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to Identify different methods of birth control, effectiveness, and statistics of each
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 45 minutes
materials will you need? 10-15 minutes for the inquiry strategy: think, puzzle, explore
 Sticky notes
 Whiteboard
 questions
35+ minutes for the scavenger hunt: self-guided using the chrome books
 chrome books
 note sheet
 pen/pencil
Anticipatory Set What are some examples of strategies to use?
The “hook” to grab students’ attention. These are
actions and statements by the teacher to relate the For this lesson, I will use a think, puzzle, explore strategy.
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of Think: What do students think they know/what do they know about contraception/birth
mind. control
 To focus student attention on the lesson.
 To create an organizing framework for the Puzzle: What questions do students have about contraception or birth control
ideas, principles, or information that is to
follow (advanced organizers) Explore: During their scavenger hunt/filling out the worksheet, answer their own
An anticipatory set is used any time a different question on the note sheet
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is think, puzzle, explore

Why are you using it at this point in your lesson? I am using this strategy here because: I think it would be a good way to for students to

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CEP Lesson Plan Form

anonymously ask any questions they have or any information they already know. Also a
good way to filter any inappropriate questions/information since all are written on sticky
notes and placed on the board.

Teacher Actions Student Actions

Procedures
(Include a play-by-play account of what students and Think, Puzzle, Explore: Think, Puzzle, Explore:
teacher will do from the minute they arrive to the  Teacher will pass out two sticky  Write down what they think they
minute they leave your classroom. Indicate the notes to each student know on one sticky note
length of each segment of the lesson. List actual  Ask what students think they  Write down what questions they
minutes.) know/read any submissions they have
Indicate whether each is: have placed on the board
-teacher input/actions, student actions  Ask what questions students have Scavenger Hunt:
-modeling about/read any submissions placed  Get/Use chrome books
-questioning strategies on the board  Fill out note sheet
-guided/unguided:  In empty column at the end, insert
-whole-class practice Scavenger Hunt: your own question and research to
-group practice  Pass out note sheet: 1/student answer
-individual practice  Students may visit these websites:
-check for understanding beforeplay.org,
-other plannedparenthood.org
Itsyoursexlife.org
 Circulate
 Answer any questions

How do you intend to engage your students in

thinking during the PROCEDURE?

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CEP Lesson Plan Form
Why are you using it at this point in your lesson?
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
Colorado State University College of Health and Human Sciences
The strategy I intend to use is _Self-guided inquiry_
I am using this strategy here because:
Students would be more involved and engaged than if they were listening to a lecture
and taking notes
Students would also be given the tools to find this information if they needed it in the
future
If students were finished before the end of the period, I would have students fill out the
explore column by writing the answers they found from their puzzle question on a sticky
note and placing it on the board. I would then read the answers to the questions to the
class.
If students were not finished before the end of the lesson, I would either have them
complete it for homework, or to be finished up at the beginning of the next class period
and then continue as stated above.
The strategy I intend to use is _think, puzzle, explore___
I am using this strategy here because: It was introduced as the attention grabber at the
beginning of the lesson, I would also use it as a closure since students haven’t completed
their explore portion yet.
Modify:
I could potentially modify the worksheet, so it only included a couple of methods of birth
control students needed to research: the most basic methods.
I could potentially also give students only one website to look through: beforeplay.org
because that website does a great job of laying out all the different methods and all the
information about them.
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needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Colorado State University College of Health and Human Sciences
Extend:
I could have students research and determine the most effective/least effective method
of contraception.
I could also have students research and describe in detail how each method works in the
body on a scientific level.
I would be looking for students to fill out the blank column at the bottom of the note
sheet with their own questions and answers from their research.
I would also be looking for participation and a completed worksheet.
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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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