DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

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

Teacher Candidate _Nicolie Ionel___Grade Level _3__ Title _Germ & Disease Prevention

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 22 students in the class. 14 girls, 8 boys
ELL Students & WIDA level:
Manuel 5

Students with IEP:
Dallas- Speech

Behavior concerns:
Gary

High level learners- Allie

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 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 (from Unit Plan):
Standard 4
The students will understand concepts related to health promotion and disease
prevention.

Content Walk-Away:
Students will understand how to prevent diseases from spreading.
Language Walk-Away:
Students will explain how diseases are spread.


Vocabulary:
Disease, 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 listening to students answer questions
and observing students working in groups.

Content Walk-Away Evidence (Summative):
The student will understand how to prevent diseases from spreading.

Language Walk-Away Evidence (Summative):
The student will explain how to prevent diseases from spreading.

Have Manuel work with
Cael during group time.



ACTIVE LEARNING PLAN
Activate/Building Background Knowledge

Students, lets read our objective today. (Teacher reads first, and then all together with students). We are
going to learn about diseases and how to prevent them from spreading.

In our last lesson we talked about germs and diseases. A disease is also called an illness. A disease causes
the body not to work properly. I remember when I was 12 years old and I got the chicken pox. I felt awful!
I had to stay home from school and couldnt play with my friends. My brother and sister also got the
chicken pox and we were all sick at the same time. Turn to your shoulder partner and share a time when
you were sick. Tell them how you felt. (Give a few minutes for students to do this). (SIOP 6, 7,9,16,)

Formative assessment: Listen to students as they share with their partner how they felt when they were
sick.

Modification/accommodations: Have Manuel be a shoulder partner with Tajia.

Focus Lesson (I do it)
There are three ways that germs can get into your body. (Show pictures). Through your mouth, through
your nose, and through an open cut or sore on your body. Germs travel through the air and make other
people sick. You cant see germs.
What are some ways we can stop germs from getting in the air and on things? (Cover mouth and nose,
wash hands, cover cuts with band aids).
(SIOP 4,6,7, 19)



Formative Assessment: Listen to students answers about ways of spreading germs.

Modification/accommodations: Show visuals and demonstration for ELL student. Call on Gary to keep
him focused.



Guided Instruction (We do it)
Watch How Germs Are Spread Video.

(SIOP 4,6,7,9, 19)



Formative Assessment: Observe students

Modification/accommodations: Use video for ELL students.


Collaborative/Cooperative (You do it together)
Alright students we have learned about germs and diseases and how they are spread. I am going to put
you in groups and you will design a poster to remind people how they can keep from spreading germs.
First lets write down the ways we can prevent germs. (Write on board: Cover mouth when you cough or
sneeze, wash hands, cover cuts, staying home when you are sick). In your groups make sure everyone has
a turn helping out with the poster. When you are done, if there is time, we will have each group come up
and show their posters. Make sure you do your best work because we are going to hang these posters
around the school to remind other students.
(SIOP 3,4,6,16,17,18)

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

Modification/accommodations: Spot check students to make sure everyone is involved in the group.
Show visual poster for Manuel.

Independent (You do it alone)
Students will write one way to prevent the spreading of germs and diseases on a note card.
(SIOP 8,9,19)
Summative Assessment: Students will create poster and tell about how they can prevent germs from
spreading.

Modification/accommodations: I will have the pictures I showed the students during the lesson to guide
the ELL student, if needed. (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.)

Ok students today we learned about diseases and how to prevent spreading them. For your ticket out
the door I want you to write down one way to prevent spreading germs and diseases. I really enjoyed
your posters and everyone did a good job describing ways to prevent spreading germs.
(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? 30 minutes. Have visuals, write objective on board. Have video set up
before lesson. Have poster supplies ready.