Lourdes University Department of Education
LESSON PLAN
Student: Braelee Stewart Date: September 24, 2017
Content Area: Health and English Language Arts Grade: 2nd Estimated Duration: 45-50 min.
LESSON FOCUS
Essential Question(s): (What is the content focus?)
What are germs and how do you defeat them?
PK-12 Ohio Learning Standards: (Write out completely.)
SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners in small
and larger groups.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
Learning Objective(s): (Aligned with content standards)
Students will be able to discuss what germs are and how they spread.
Students will be able to know that it is important to use soap when washing hands.
Students will be able to explain how to wash their hands.
Students will be able to explain when to wash their hands.
I can make wise choices about when and how to wash my hands.
Building on Past/Leading to Future: (Connection to prior and future knowledge)
Yesterday, we learned what a hypothesis is and how to write one and reviewed writing complete
sentences.
Today, we are going to learn about what germs are, how they spread and how to stop them.
Tomorrow, we will review our handwashing steps papers and learn a new handwashing song!
Academic Language Objective(s): (Specialized vocabulary, content specific genre, and instructional language)
Germ
Spread
Soap
Hypothesis
Defeat
Different
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ASSESSMENT
Informal and Formal Assessments: (List type of assessment(s), what is being assessed, including evaluation criteria.)
Informal pre-assessment: Class discussion on what germs are.
Informal formative assessment: Class discussion on how to stop germs from spreading, fill-in-the-
blanks review discussion, and partner/class discussion on when to wash hands.
Formal formative assessment: Group written responses on experiment worksheet and how to wash
hands sequence of events worksheet.
SET UP/ MATERIALS
Materials/Resources/Technology/Set-up/:
Teacher 1 Teacher 2 Student
PowerPoint Paper
Bowls with lids Pencil
Soap cups
Pepper cups
Paper towels
Water bottles
Student worksheets
Experiment
Sequence of events
(one set in 18 pt. font)
INSTRUCTIONAL PROCEDURES AND LEARNING TASKS
Instructional Strategies and Learning Tasks: (Aligned with content standard and interdisciplinary connections.)
Time Teacher 1 Teacher 2 Student (s)
Allotted
1 min. Introduction of lesson Listen quietly
3 min. Ask class what they Engage in class discussion
know about germs and sharing what they know
discuss class definition
4 min. Introduce and watch Sid Watch quietly
the Science Kid video
2 min. Review video and ask Answer with knowledge from
what two ways we can the video
stop germs from
spreading
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1 min. Explain that we are Listen quietly
going to do an
experiment on the
usefulness of soap
2 min. Review expectations of Listen quietly
groups and show groups
where to sit
1 min. Dismiss groups to their Find new seat with group
new seats
15 min. Walk around the room to Read directions and complete
observe experiment/ clean up
2 min. Ask students what they Share findings with the class
saw and why they think
they saw it
2 min. Review information Raise hand to answer fill in the
learned thus far with fill blank sentences
in the blank activity
3 min. Tell students they will be Work with partner to brainstorm
working with their elbow times to wash hands
partner to come up with
a list of times they
should wash their hands
2 min. Asks students to cross Cross off answers on sheet that
off answers that I have are also listed on board as they
listed that are also on are read
their sheet
2 min. Review answers the Share remaining answers with
students have listed in the class
addition to my list
5 min. Go through the steps of Participate in learning the steps
how to wash your hands of how to wash hands with
and model behavior demonstrations
2 min. Pass out sequence of Place sheet in folder to take
event sheets for students home and complete
to complete at home
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DIFFERENTIATION
Differentiated Instructional Support for Diverse Learners: (Differentiated in content, process, and/or product
There will be two different worksheets for the experiment:
One sheet includes the explanation of how the experiment works and connects it to why we should
use soap to wash our hands. This would be for my smaller sized group who need extra support
completing and understanding experiments.
The other sheet does not have explanation, but instead allows students to find the answers. This
would be for my larger sized groups of students who do not need the extra support.
Accommodations: (As identified by IEP, 504, ELL)
I will use 18 pt. font and bold print for my student with a visual impairment.
EXTENSION/ CONNECTIONS
Assignment: (Aligned with content standards and/or learning objectives) What should students doe in preparation for
the next lesson?
Students will take their sequence of events worksheet home to complete and bring back the following
day to review.
RESEARCH IMPLICATIONS
Research /Theory: (Theory that supports the content or methods of instruction)
Flemings VARK modalities
Students learn best through different means. Using visual, aural/auditory, read/write and kinesthetic in
lesson allows you to reach all learning styles.
Visual: PowerPoint presentation & Sid the Science Guy video
Aural/ Auditory: Classroom discussions & Sid the Science Guy video
Read/Write: PowerPoint presentation & worksheets
Kinesthetic: Group experiment and hand washing demonstration
FINAL RETROSPECTIVE
Self-Reflection: (What worked, what didnt work, for whom? Why? What will you do next?)
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Comments of Cooperating Teacher/College Supervisor:
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