KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:

Lynnae Edwards
N/A

Group Size: Whole class Allotted Time

Date: 9/16/15
Coop. Initials

30-45 Minutes Grade Level

2nd grade

Subject or Topic: Science: Introduction to Germs Section

STANDARD:
10.2.2:A
Analyze things in the environment that affect our personal health
I. Performance Objectives
The 2rd grade student will understand the different classes of germs-bacteria, viruses, and fungi by creating
their own germ puppet.
II. Instructional Materials
Finger Germs puppet template
Heavy construction paper
Scissors
Glue
Blackboard or smart board
Laminated note cards
Crayons
Markers
Germs! Germs! Germs! By Bobbi Katz
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of additional

content)
A. Prerequisite skills:
1.) Fine motor skills
2.) Language skills
B. Key Vocabulary:
1.) Microscope: an optical instrument used for viewing very small objects
2.) Virus: small infectious agent that replicates only inside the living cells of other organisms.
3.) Bacteria: are microscopic living organisms, usually one-celled, that can be found
everywhere. They can be dangerous, such as when they cause infection, or it can be
beneficial.
4.) Fungi: any of a diverse group that live by decomposing and absorbing the organic material
in which they grow.

C. Big Idea
1.) What are the 3 types of germs and how do they harm us?
D. Content
1.) The classes of germs- bacteria, virus, and fungi
IV. Implementation
A. Introduction:
1.) To introduce this lesson the teacher will ask questions to the class to check
comprehension.
a.) What are germs?
b.) Are gems everywhere?
c.) Can germs spread?
d.) Do you think germs are good or bad?
2.) The teacher will then show a short video Germs Movie for Kids Virus & Bacteria
Introduction, for students to self-check responses given to the previous questions asked.
3.) Once the video is over, the teacher will then initiate a discussion about the video with
the students. The discussion will revolve around the questions, Was there something
new you learned from the video? If so share with the class.
B. Development:
1.) To introduce germs, the teacher will use PowerPoint. (See attached)
2.) Once the PowerPoint is completed the teacher will go over the key vocabulary that
was highlighted in the PowerPoint and the pictures of each different class of germs. (See
attached)
3.) The teacher will pass out note cards with the above vocabulary words as well as
definition. Each table will get 2-3 note cards that will have the vocabulary or another note
card with the definition. Make sure each table has one of each and the vocabulary does
not match the definition. The note cards should be mixed up.
4.) The teacher should have the matched definitions to these words and pictures hang up
on the board.
5.) As a group the students will discuss where they think each note card goes.
6.) After the students have about ten minutes to discuss their vocabulary words and the
definition, they will place their note cards where they think they go.
7. )The teacher will then read the definitions, the vocabulary, and the clues on the pictures
and ask each table why they chose to put their note cards under the tabs hung up on the
board.
8. ) After discussing the correct placement of each card, review once more with the
students the classes of each germ.
9. )The teacher will then give the students a chart where they will provide one important
fact. (See attached)
10.) The teacher will collect the students chart. (This will be collected as a formative
assessment)
11.) Using the information that the class learned, the students will be instructed to pick a
type of germ and create a version of the germ picked using the puppet template provided.
(i.e. If a student pick Bacteria as their germ puppet they would create their version of the
Bacteria, and include 3-5 facts about Bacteria. See attached)
12.) The students will present their puppet to the class (This will be collected as a
performance assessment. See attached rubric )

C. Closure
1.) The teacher will then read the book, Germs! Germs! Germs!
2.) There will be a short discussion on the different germs discovered in the story.
3.) The teacher will review what the students learned today
a.) Three classes of germs
b.) Key vocabulary
4.) Please inform the students that they will continue their germs go away journey
tomorrow. Inform the students that they will do an inquiry tomorrow on the formation of
germs.
D. Accommodations/Differentiation
1.) To accommodate for Ben, a child with ADHD, I will make sure that Ben is in a group that
he feels comfortable with and can help him stay on task. This lesson involves a lot of
transitioning and group work so it is important he is place within a group that he can stay
focus and does not add to any distractions.
E. Assessment/Evaluation Plan
Formative1.) The formative assessment will be the students chart with their one fact about each
class of germ collected at the end.
2.) The performance assessments will be the germ puppet that the students create.( see
attached rubric)
Summative1.) There is no summative assessment for this unit
V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives ( Reflection on students
performance written after lesson is taught, Includes remediation for students who failed to
meet acceptable level of achievement)
Remediation plan:

B. Personal Reflection
Do the students fully understand the three classes of germs?

Can the students identify ways in which germs are harmful?

VI. Resources
Katz,B.,&Rkman,S.(1996).Germs!germs!germs!NewYork:Scholastic.
(n.d.).RetrievedSeptember28,2015,fromhttp://healthcareers.sd.gov/documents/PDFlessonplans/K2
FingerPuppets.pdf

Name____________________

3 Classes of Germs
Directions: Below you will find the three classes of germs. Please include one fact about
each.

Bacteria

Viruses

Fungi

Rubric for Germ Puppet

4
Description

Creativity

Presentation

2
The student
includes 2-1 facts
about the germ. The
facts somewhat
accurate and show
little to no
understanding of
the germ.

The student includes

3-5 facts about the
germ. Also adding
additional
information. The
facts are accurate
and display clear
understanding of the
germ.
The student
demonstrates a
unique level of
originality. Puppet
design shows effort.

The student
includes 3 facts
about the germ.
Facts are
accurate and
show some
understanding of
the germ.

The student includes

1 fact about the germ.
The facts are not accurate
and show no
understanding
of the germ.

The student
demonstrates
originality.
Puppet design
shows some
effort.

The students work

lack sincere
originality. Puppet
design shows little
to no effort.

The invention shows little

Or no evidence of original
thought. Puppet design
shows no effort.

Demonstrates a
thorough
understanding of
content. Covers
topic in depth, is
clear, and
elaborative on facts.

Demonstrates
considerable
understanding of
content. Includes
essential
information and
does not
elaborate on
facts.

Demonstrates some
understanding of
content. Includes
some essential
information but
topic is vague.

Demonstrates limited
understanding
of content. Does not cover
topic in depth and does
not elaborate on facts.