CEP Lesson Plan Form

Teacher: Morgan Reese

School:
Windsor High School
Content Area: Ag Ed

Date: 3/29/16
Grade Level: 10-12

Title: Administering Injections

Lesson #:__ of __

Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard) ANSC.07.02.a Compare the observable signs of healthy
animals to the observable signs of unhealthy animals
ANSC.05.01.c Describe treatment protocol and proper administration routes and
techniques
Understandings: (Big Ideas)
Animal health is important for the agricultural industry.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
How can you tell if an animal is healthy?
How do you properly administer a vaccination?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)
I can: give a subcutaneous injection.
This means: I will administer an injection into a banana just beneath the layer of
skin on the banana and not into the meat of it.
I can: give an intramuscular injection.
This means: I will administer an injection into the meat of the banana.
List of Assessments: (Write the number of the learning target associated with
each assessment)
1. Students will administer a banana with food coloring. The banana will then be
cut into by the instructor to see if the location is correct.
2. Students will administer a banana with food coloring. The banana will then be
cut into by the instructor to see if the location is correct.

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?

Administering Injections

90 minutes. PowerPoint, note sheet, worksheet, bananas, syringes, pop

bottle medicine.
Who in here has given an injection before?
What did you give an injection to or what have you seen administered
before?
Why might we need to give injections?
Students will look at pictures of meat with lesions from improper
administration of antibiotics and vaccines.
Who wants to eat meat that looks like this?

The strategy I intend to use is _questioning

______________________________
I am using this strategy here because:
Students like to share about their animals and their experiences in the
topic

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Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your
students in thinking during the
PROCEDURE?

Announcements (5 min)
Hook (5 min)
PowerPoint (20 minutes)
Video (4 minutes)
Example/ demo (5 minutes)
o Filling a syringe
o Injecting that syringe into the banana.
Activity (35 minutes)
o Students will practice subq injections followed by
intramuscular injections.
o If they finish those and can produce correct injections
every time they can move on to practice intradermal
injections.
Cleanup (5 minutes)
o Take apart syringes and rinse with water. Leave separated
to dry out.
Question worksheet (10 minutes)

The strategy I intend to use is __________________________________________

I am using this strategy here because:

Why are you using it at this point in

your lesson?

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important

Once you have finished practicing your injections on the orange and got
them approved complete the questions on the worksheet.
Once students have wrapped up their worksheet we will go over the
answers as a class to make sure all students are

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point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?

The strategy I intend to use is __________________________________________

I am using this strategy here because:

Why are you using it at this point in

your lesson?

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504

For students who mater the subq and intramuscular injections they can
extend and practice the intradermal injections.

To modify: If the activity is too advanced

for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

Once students peel the orange, there should be no sign of a bruise

where the subq injection was administered. Where the intramuscular
injection was administered you should see the colored substance in the
juices of the orange. This activity will also serve as an assessment.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
a. This lesson achieved the objectives. Only a handful of students
had ever given an injection prior to this lesson. Students did not
show injections before learning about them for safety reasons
but we had a class discussion to see what students knew. A few
students had given injections before but did not know the
method in which they administered these injections. After
learning about the types and practicing them the students were
able to tell what method they used in their previous injections.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
a. The bananas were cut in half for this lesson. In the future I would
leave them whole because the liquid dye ran out of the open end
of the banana. This created a small mess in the classroom but
was not a major problem. The food coloring cleaned up easily.
Stations to demonstrate each type of injection may have made
the demo assessment easier to check.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
a. For the next lesson I would have students evaluate drug labels.
They would get into groups of two and pick a disease. They
would then find a drug that treats that disease. They would make
a presentation to share what they learned with the class. We
would then do a gallery walk where one partner stayed at the
group to explain the presentation and the other partner would
listen to the other groups presentations. They would then switch
groups and the other person would become the presenter.

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