Michelle Lee

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Health education Germs Grade/age level: 1st grade Date (intended teaching date): Monday 03/31/14 (spans 4 days)

Learning Objective(s)
What do you want students to know, understand, or be able to do as a result of this lesson?

Students will demonstrate knowledge of germs and how germs can make people sick. Students will be able to describe how skin protects the body from germs.

Evidence for assessment

Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)

-Students will be able to make educated observations and predictions about what will happen to the two apples over the span of a few days -Students will be able to illustrate, detail, describe and record the changes in the apples and draw conclusions about why they think the two apples are different.

Rationale
Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?

Teaching this lesson to inform students about personal hygiene and the ways our body works to protect us from harmful substances. The observation process of this health/science experiment also creates a great visual learning experience for students. It connects to students needs of health awareness at their young age, and identifying responsible health behaviors. NYS health education learning standard: personal health & fitness students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Prerequisite Knowledge Students are already aware of the basic affects of germs (germs=bad). They know
What prior knowledge are that certain actions, like sneezing without covering the mouth, result in germs you counting on? Will this be spreading and people getting sick. This lesson will expand on that awareness and a problem for any of your students and if so, what will seek to explain what exactly happens in our bodies and to our bodies when we

you do?

come in contact with germs.

Learning Experience
In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time.

Starting It

How will you invite students bodies into the learning experience?

Germs are all around us. In fact, theyre on you right now! But our have something that helps to protect us from them. Can anyone guess what this body part is? (Students share). Our skin helps keep us safe by blocking out germs. What would happen to us if we didnt have our skin? Lets make some predictions. (Turn and talk, create a chart of student predictions). One way we can see how our skin works is by using an apple. Lets look at these two apples. The first one has a shiny skin that protects the inside of the apple. Im going to peel the skin off of the second apple. We are going to think like scientists and observe what we think might happen to these two apples over the next __ days. (Give instructions for activity and transition)

15 mins

Doing It
Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create?

At each table, there will be two apples one peeled, one not (may be every other table depending on material availability). In groups, students will use the apple observation handout to draw a picture, write about what they see, and draw and write a prediction about what it will look like the next day.
30 mins

Finishing It
How will you bring students to closure with this learning experience and connect it to future learning?

(Students share observations) Each day, we will observe our apples and see what happens to the one with the skin and one with the skin peeled. Think about how this experiment relates to our own body and what our skin does for us! (On last day of experiment) As a whole group, we will discuss the observation process and make meaning of the results of the experiment. We will chart proper ways to keep ourselves healthy from germs (i.e. washing hands, covering mouth when sneezing/coughing).
5 mins

Accessibility

I would have a few stations set up with the apples so that students have close

What accessibility and enough access to make their observations. participation challenges have you taken into account and For students who struggle with writing, I will prepare different paper choice. These how have you addressed them? (material and human students will have fewer lines of writing and a bigger area for their illustration. resources, sequence of They will, however, be encouraged to label their illustration and incorporate writing instruction)

into their observations.

Drawing and making predictions and observations began to get tiresome for the students as soon as the second day of the experiment. Add some variety or improvise by having whole/small group discussions instead. Having students write about the experiment everyday was not serving the learning style of every student. Thinking of other ways of reflecting on the experiment would be an improvement to this lesson.
Materials Needed

Apple observation handout, apples, coloring materials, chart paper, paring knife