DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2
nd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate _Nicolie Ionel_Grade Level _3_Title _What Are Germs? _

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 22 students in the class. 14 Girls, 8 boys

Students with IEP:
Dallas (Speech)

Behavior concerns:
Gary

High level learners- Allie, Thatcher

Classroom environment:
The classroom is clean and well organized. The desks are grouped in fours and five. There is a
SMART board, white board, and an Elmo at the front of the classroom. There is a horseshoe
table in the back corner of the room and a rectangular table at the side of the room, both of
which are used for small group instruction. There are pattern blocks, games, and a class library
available for the students to use when they have finished their work early.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand,
and be able to do?)
State Standard/Objective:

Standard 4

The students will understand concepts related to health promotion and disease
prevention.

Content Walk-Away:
I will explain what germs are and how they spread.

Language Walk-Away:
I will write what germs are and how they are spread.


Vocabulary:
Germs,







ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away? )
Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):

I will check for understanding of concepts by observing students working in pairs.

Content Walk-Away Evidence (Summative):
The student will be able to explain what germs are and how they are spread.

Language Walk-Away Evidence (Summative):
The student will write down what germs are and how they are spread.

Talk to Manuel about germs
before the lesson. Pair Allie
and Manuel, and Gary and
Dallas together.

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
(Students took pre-assessment the day before the Unit started).

Students, lets read our objective today. (Teacher reads first, and then all together with students). We are
going to learn about germs and how they are spread.

(Show pictures of germs to students) Boys and girls, these are pictures of germs. Germs are tiny
organisms that can cause disease. Germs are so tiny, we cant even see them. Germs can get into our
bodies and we wont even know it until we start feeling sick. Germs can get into our bodies different ways.
I want you to think about the ways that germs can get into our bodies. Now I want you to turn to your
shoulder partner and each of you tell one way germs can get into our bodies. (Give students a few minutes
to share, then call on students and write down answers on board). (SIOP 6, 7,9,16,)

Formative assessment: Listen to students as they share with their face partner one way germs get into
our bodies.

Modification/accommodations: Observe students as they share with their partners. Use visuals of
germs for students as a visual of germs.


Focus Lesson (I do it)
Read Germs Make Me Sick by Melvin Berger. (Fill out graphic organizer naming ways
germs make us sick).
(SIOP 4,6,7, 19)

Formative Assessment: Listen to students answers.
Modification/accommodations: Show pictures for ELL student. Use Graphic Organizer on board as a
visual.

Guided Instruction (We do it)
(Call on three students to help.) I have three helpers to help me with this next part of the lesson. I want
these three students to hold up their hands so everyone can see them. Does anyone see any germs?
Remember germs are so small we cannot see them.
(Show the class the glitter). The glitter will serve as the germs. The class is going to see
whether or not germs spread. If germs spread they (or the glitter) will move from one student to the
next.
( Put lotion on the first volunteers hands, having the volunteer rub the lotion in some, but not
Completely) The lotion is serving as sweat. Our hands sweat after playing outside, after writing with a
pencil, and many more activities. The lotion is acting as our sweat.
( Pour glitter into the palm of the first volunteer. Have him/her bring her palms together and rub his/her
hands together- spreading the glitter all over his/her hands. Show the class his/her hands, asking if they
can see the germs (glitter) now.
(Have the second volunteer rub lotion in on his/her hands- again not rubbing it in completely. Now have
the first volunteer and the second volunteer high five, but keep their hands touching after the high five.

The glitter started on the first volunteer and made it all the way to the third volunteer even
though the first and third volunteers never touched each other. This shows that germs spread from
people to people and if someone is sick or sneezes into their hands they could spread germs around to
everyone in the class, even if they dont touch every single person.
(SIOP 4,6,7,9, 19)


Formative Assessment: Listen to students answers.
Modification/accommodations: Have Gary help to keep him engaged.
Collaborative/Cooperative (You do it together)

Now I am going to split you into small groups. I will give each group a different color glitter. After each
group has completed spreading the germs (glitter) within their group, I want you to find students to rub
hands with from other groups. (Let students do this together).
(Bring students to the rug)

Each color represents germs that they have picked up from another group.

Formative Assessment: Spot check students as they work in groups.

Modification/accommodations: Spot check students to make sure everyone is involved.

Independent (You do it alone)
Students will fill out a sticky note explaining what germs are and how they can be spread.

(SIOP 8,9,19)
Summative Assessment: Students will fill out the Exit Sheet and describe what a germ is.

Modification/accommodations: I will ask Manuel to describe what germs are.
(SIOP 1,2,4,6, 16, 19, 27, 30)


Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)

Students, today we talked about germs and what they are. We also talked about how they can spread
and get into our bodies. What are germs? Why cant we see germs? What are some ways germs are
spread?
(SIOP 9,18,27, 28, 29, 30)



SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity
for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson? Write objective on board. Have glitter/lotion ready. Book and graphic
organizer.