Preparation Manual

Score Point 4

A learning objective for this seventh-grade class will be for students to apply their knowledge in the creation of a video advertisement that differentiates between appropriate and inappropriate use of a prescription (Rx) or over-the-counter (OTC) drug.

This learning objective is appropriate by addressing the TEKS aligned for Health Education for grades 7–8. In middle school, students are participating in more activities that could bring on muscle soreness or fatigue, headaches, etc. For these reasons, middle school students could be more exposed to situations that require knowledge about proper use of drugs. Throughout this lesson, students will have the opportunity to explore categories of drugs, examine significance of their use, and apply this knowledge in a creative way to enable meaningful learning.

In a scaffolded instructional activity, the teacher will present the role medicines play in our overall health using a slide show that details the categories of drugs including their uses. For example, opioids are used for pain, depressants are used for sleep, stimulants for hyperactivity. The slides will also feature images of drug warning labels. This will lead to a class discussion using discussion prompts to inform students about features of the label (dosage amount, expiration dates, etc.) and how to read labels to ensure proper, safe use. Visual aids can enhance discussion as well. The teacher can post a T-chart listing the difference between the terms "misuse" and "proper use" of Rx and OTC drugs. As a class, compare the differences. To further promote what constitutes as proper use of both Rx and OTC drugs, read scenarios and call upon students to identify which scenario is an example of misuse, which is proper use, and why.

At this point students can be assigned to small groups to produce a video advertisement for a drug (selection approved by the teacher). Students can be creative in the video production of the ad, but elements of the ad must include information about the drug: identify ways it can be used properly, as well as misused; detail a list of potential problems this drug use may cause, including any harmful physiological effects; and the dangers of addiction. Each group needs to outline/draft a script for the video ad and have the teacher review the ad for content and appropriateness before it is produced and presented to the class.

This activity will be effective for promoting students' knowledge in relation to the learning objective as the advertisements created by students will showcase what was learned about differentiating between the proper use and misuse of these drugs. This will enable students to define not only the negative effects of prescription and over-the-counter drugs, but also the ways these drugs may be beneficial when used properly.

To differentiate, provide groups with sample advertisements to serve as a springboard for ad creation. In addition, allow for alternative ways the group can convey the same information about the drug an ad would, but via song lyrics or poetic form instead. By providing students with choices for how content is presented, learning for all students is maximized since a variety of student strengths could be utilized.

One approach for assessing students' knowledge can be conducted through various forms of informal checks for understanding. Examples include opportunities to question students during class discussion, walking around the room asking students to explain learning one-on-one, or use of small group ad production to clarify, question, and check accuracy in each group's work.

Rationale for the Score of 4

The "4" response reflects a thorough understanding of the relevant content knowledge and skills. The response fully addresses all parts of the assignment, demonstrates an accurate, highly effective application of the relevant content knowledge and skills, and provides strong, relevant evidence, specific examples, and well-reasoned explanations.

Completion: The response addresses all parts of the assignment, and the response to each part is developed with evidence, examples, and explanations. A learning objective aligned to the standard is provided in paragraph 1; the learning objective is followed by an explanation for the appropriateness of the learning objective in paragraph 2; a detailed scaffolded instructional activity, and the rationale for that activity, is described and explained in paragraphs 3–5; description of differentiation and the explanation for the differentiation's effectiveness are given in paragraph 6; and an approach for assessment is described in the final paragraph.

Application of Content: The response accurately and effectively applies concepts and terminology relevant to both health education and pedagogical knowledge. The response provides a clear learning objective with support for why it is appropriate for a seventh-grade class. Knowledge of instructional best practice is applied in the details describing the activity beginning with the teacher-led presentation of information, followed by guided discussion with students that includes appropriate visual aids to engage students further in learning the content. Additionally, the small-group task and student choice offerings identified in the description for differentiation indicate the candidate's knowledge of how to make learning relevant to students. Besides the evident knowledge of best instructional practice, the response showcases accurate, effective knowledge of health content. Examples include references to categories of drugs that are used for various health needs, knowledge of information presented on drug warning labels, and knowledge of use vs. misuse of both prescription and over-the-counter drugs.

Support: The response provides strong, relevant evidence, specific examples, and well-reasoned explanations for each of the specific tasks in the assignment. The reasons listed (students' muscle soreness, fatigue, headaches) specify why the learning objective would be appropriate for the grade level. Other areas of support include information about drug warning labels, the list of elements the advertisement should include, as well as the descriptions for differentiation and the approach to assessment.

Score Point 2

Students in my seventh-grade health class will learn about the (TEKS) Health Education standard for (D) describe how substance misuse and addiction to alcohol, tobacco, vaping products, drugs, and other substances, including prescription drugs, affect the body systems and brain.

(D) is appropriate for a seventh-grade health class to learn since it's likely that many middle school students begin to experiment with drugs or take medicines when they feel bad. Students are unaware of the dangers of doing drugs. Therefore, it is important to address this.

An instructional activity that will be used is to ask the school nurse to give this information to students. Teachers and school nurses should establish a cooperative front for students to learn this information. The nurse will speak to students about using drugs for health and that reading the warning labels on not only prescription drugs, but also over-the-counter drugs is necessary. The nurse's presentation should stress ways students can be healthy when it comes to this topic. Students will have lots of questions. They may ask about side effects, how to know someone is in trouble, or combining or sharing drugs. Nurses are used to dealing with these questions and they can reinforce how important it is for students to be aware of the information on over-the-counter drugs and prescription meds. With the nurse's instructions, students will make posters by choosing to show either alcohol, tobacco, vaping products, or another drug. Let them know that the poster should describe how misuse and addiction affect the body systems and the brain.

This lesson is effective for promoting student's health knowledge in relation to the learning objective as many seventh-grade students have been in situations where they have encountered these kinds of drugs. The poster is especially necessary to warn students of the dangers of using these drugs and how misuse can lead to addiction. This lesson could be an eye-opener for students who have tried alcohol or been pressured into vaping and other drugs. It might keep these kids from vaping with their friends!

Not all students will enjoy this learning activity, so think about ways to differentiate or modify it. Perhaps students would get more from the learning experience if this was considered. Differentiating learning for all students is crucial.

To assess, give students a test to see if they understand the dangers of using drugs and other substances. A rubric can be used if students question or wonder how their poster work will be graded.

Rationale for the Score of 2

The "2" response reflects a limited understanding of the relevant content knowledge and skills. The response partially addresses some parts of the assignment and demonstrates a limited application of the relevant content knowledge and skills, including limited or no knowledge of relevant TEKS. The response provides limited evidence, and examples or explanations, when provided, are only partially accurate.

Completion: The response addresses at least some parts of the assignment, unlike a stronger score point "4" or score point "3," which would address all the parts of the assignment. The response states what students will learn, although a clear learning objective is not provided and instead of constructing a learning objective, it appears that a portion of the standard is recopied into the response. The candidate tries to address why the learning is appropriate and their response describes what the school nurse will do, but the assignment calls for teaching strategies, which are not provided. An explanation for why the activity would be effective is partially addressed. The response hints at why differentiating or modifying instruction is important for all students, but it is missing the explanation for how this will be done; therefore, that part of the assignment is not addressed and is incomplete. The response does end with an attempt to identify a few assessment approaches but does not describe any specific assessment approach as the assignment requires.

Application of Content: Throughout the response, there are several areas that reflect limited application of accurate, relevant, effective professional knowledge for teaching health. The emphasis on the school nurse delivering instruction shifts away from the relevant knowledge of health instruction by the health teacher. Knowledge of pedagogy—identifying a clear objective for learning and describing effective instructional methods and strategies, differentiation for learning, and assessment—does not rise above limited application in this response. Overall, it is difficult to determine how students' conceptual understanding of the health standard will be promoted by what is presented in this response.

Support: The response provides limited evidence. Examples and explanations, when provided, are only partially appropriate. Some support is opinion based rather than professionally explained, such as the assertions in the explanation for why "the learning of (D) is appropriate for the seventh-grade health class." Later in the response, the suggestion that the poster is "eye-opening and will serve as a warning to students about drug misuse" demonstrates an explanation that is partially appropriate. Several areas of the response reflect limited evidence and support. For example, more details describing which features of drug warning labels are discussed with students or the poster task would have offered more evidence of teaching and learning and bolstered the quality of support. More support was needed for how instruction could be differentiated. Toward the end of the response, rather than simply providing a statement that identifies two assessment approaches (test and rubric), support would have been stronger by targeting what the assignment asks for, which is to describe one assessment. Therefore, selecting one approach for assessing learning and describing it with specific details or examples would address that part of the assignment more completely and accurately.