MSU COEHS Unit Plan Template FA16

Name: Courtney Brantley Content Area(s): Family and Consumer Sciences

Demographics

Duration of unit: 4 weeks Number of gifted students: 5

Ages/grades of students: 7-8/ 2nd grade Number of students with IEP/505: 6
Number of students in class: 24 Number of students who are ELL/LEP: 1

Context
I will be conducting my micro teaching lessons at Lone Oak Elementary School that is located in Paducah,
KY. Lone Oak Elementary School is part of the McCracken County School District. Lone Oak Elementary
has grades preschool through third grade. For the 2015-2016 school year there were 556 students. The second
grade class that I will be conducting my micro teaching lesson has 24 total student, 14 boys and 10 girls.
There are 5 ability and achiever students, 13 average ability and achiever students, and 6 low ability and
under achiever students.

Unit Title: Understanding Our Food & Sanitation

Unit Overview
As individuals grow up, its essential that children learn about the importance of making healthy food choices
and understanding sanitation when they are young so that when they become adults they are accustomed to
these practices. Both male and female students at Lone Oak Elementary School, who are currently in Ms.
Brantleys second grade class will have the opportunity to learn about healthy food options and sanitation
practices. These students will be between the ages of seven and eight years old. I will be speaking in a
friendly tone, communicating clearly using simple terms, and giving hands on activities to meet the needs of
the students. The topic of the unit is relevant to the 2nd graders because it is important to introduce choosing
healthy foods and the nutrients that individuals need at a young age. Its also important to discuss sanitation
practices because many students spread germs at a young age and become sick. We will be practicing the
proper hand washing technique to cut down on the spread of germs. The National Standards for Family and
Consumer Sciences (NASAFACS) will be used along with their competencies to structure the lessons and the
knowledge, skills, and practices students need to know. The Kentucky Occupational Skills Standards
Assessment (KOSSA) will also be used to prepare students for their future professions.

Standards

Overall Standard for Unit:

NASAFACS REA 1: Evaluate reasoning for self and others.

Competency 1.1 Analyze different kinds of reasoning.

NASAFACS 14.1 Analyze factors that influence nutrition and wellness practices across the life span.
Competency 14.1.4 Student will analyze the effects of global, regional, and local events and
conditions on food choices and practices.

KOSSA: Culinary and Food Services

AA3 Communicate and follow directions/procedures.
EN3 Manage personal health and wellness.
OH5 Critique the selection of foods to promote a healthy lifestyle.
 Unit Objectives

At the end of the unit, students will know
The different places that are food comes from.
Why our bodies need healthy foods instead of
unhealthy foods.
How My Plate works, along with the 5 food
groups.
The proper handwashing techniques.
At the end of the unit, students will be able to
Locate countries on a map of where produce
came from using labels with guidance
Sort healthy foods from unhealthy foods
Use food models to create a meal using My
Plate
Demonstrate handwashing practices

Essential Questions
Understandings:
Eating healthy foods is important for your body so that it can function properly. Individuals must
understand the differences between healthy and unhealthy foods, and how each affects our bodies. Its
important that students learn healthy food practices at a young age so that they can change their eating
habits and adapt to new foods before they get older.
Sanitation and safety practices are extremely important for all ages. Its important at a young age that
students understand and can demonstrate how to wash their hands and other practices so that they do
not spread germs. When handling food, individuals must wash their hands, and handle food
appropriately, so that bacteria and germs do not spread in foods and get us sick.

Essential Questions:
How do we stay healthy?
Why do we get sick?
Why is it important that we know where we get our food from?
How are unhealthy foods harmful to our bodies?

Pre-Assessment: Students will be given multiple Summative Assessment:

information about healthy foods and sanitation, A test will be given over where foods come
through: from, healthy vs. unhealthy, My Plate, and
Worksheets (Interactive Map & My Plate) safety and sanitation.
Healthy vs. Unhealthy Game
Germ Worksheet Assessment
Demonstrate proper handwashing
Involvement and accuracy of student work

Pre-Assessment Analysis
N/A

Pre-Assessment Reflection
N/A

References/Resources/Technology
Lesson 1:
Computer
White board
Smart Board
 Paper
Pencil
Interactive map
Internet
Worksheet over food concerns
http://mapmaker.nationalgeographic.org
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=0&sectionId=63&contentId=144
https://naitc-
api.usu.edu/media/uploads/2017/01/16/Where_Does_My_Food_Come_From_activity_sheet.pdf

Lesson 2:
Computer
Projector
PowerPoint
White board
Various pictures of food
Baskets or containers to put pictures in
Pencil
Paper
https://www.tes.com/teaching-resource/healthy-eating-6074766
https://ecdn.teacherspayteachers.com/thumbitem/Nutrition-Food-Choices-Healthy-Unhealthy-Good-
Bad-CutPaste-Food-Sort-077743100-1376163993-1453433070/original-820311-3.jpg

Lesson 3:
PowerPoint
Computer
Projector
White Board
Pencil
My Plate Model
Food Models
My Plate website- https://www.choosemyplate.gov
My Plate worksheet
Proportion size models
Proportion worksheet

Lesson 4:
Computer
Projector
PowerPoint
White board
Pencil
Germ worksheet
Handwashing worksheet
Black light
Glo Germ (lotion that glows when exposed to black light)
Sink with running water
Soap
Paper towels
http://www.mass.gov/eohhs/docs/dph/cdc/handwashing/lesson-plans-k6.pdf
 https://sites.google.com/site/handwashing27/contact-us
https://www.cdc.gov/flu/school/index.htm
https://www.tes.com/lessons/E1A60Fkdx5CDNQ/germ-boogey-monster
Worksheets:
www.superteacherworksheets.com
https://www.teacherspayteachers.com/Product/Germs-Assessment-277768

Lesson Sequence of Unit

Lesson 1: Where Does Our Food Come From?

Overview: The purpose of this lesson is to make the second graders aware of the where they get their food,
and have appreciation of having access to it.

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS REA 2: Analyze
recurring and evolving family,
workplace, and community
concerns.
Competency 2.3 Describe
conditions and circumstances that
create or sustain recurring and
evolving concerns.
1. Objective: Given details about
where individuals and the
communities food comes from, the
second graders will identify concerns
that individuals have using details
discussed in class.
1. Learning Target: I can identify
concerns individuals and the
community has over food
production.
In a formative assessment, the
second graders will be given a
worksheet that gives directions
for students to identify which
questions are concerns about our
foods and which are positive.
Students may work with a
partner if they feel that they need
assistance.

NASAFACS 14.1 Analyze factors
that influence nutrition and
wellness practices across the life
span.
Competency 14.1.4 Student will
analyze the effects of global,
regional, and local events and
conditions on food choices and
practices.
2. Objective: After a discussion over
where our food comes from, the
second graders will outline different
foods and where they came from
with a 80% rate of accuracy.
2. Learning Target: I can state where
I get my food from.
A formative assessment will be
given in the form of an
interactive map worksheet.
Students will be given different
produce labels and as a class the
second graders will research
where it came from. The class
will work together to
differentiate the lesson.

KOSSA: Culinary and Food
Services
AA1 Utilize effective verbal and
non-verbal and communication
skills.
EC3 Demonstrate polite and
respectful behavior towards
others.
OA4 Examine the impact of food
production and service
3. During the lesson over discussing
where we get our food from, the
second graders will communicate
through verbal and non-verbal
communication when participating in
the interactive map worksheet to see
students understandings of distance.
During the interactive worksheet, the
students will demonstrate being
In a formative assessment, I will
be observing the second graders
to get feedback on who is
communicating effectively with
others, who is being polite and
respectful.
I will observe students
comparing where the different
occupations on local, state,
national, and global economies.
Lesson 2: Healthy vs. Unhealthy Foods
Overview: Students will be able to identify which foods are healthy and which are junk foods. Students will
be given a meal and must say if its healthy and not and what needs to change. Students will be split into
teams to play a game where students sort various foods. I will be showing a PowerPoint over food choices.
Standards
NASAFACS REA 1: Evaluate
reasoning for self and others.
Competency 1.1 Analyze different
kinds of reasoning.
NASAFACS 14.2 Examine the
nutritional needs of individuals
and families in relation to health
and wellness across the life span.
Competency 14.2.1 Evaluate the
effect of nutrition on health,
wellness and performance.
KOSSA: Culinary and Food
Services
AA3 Communicate and follow
directions/procedures.
EN3 Manage personal health and
wellness.
polite and respectful to others when
discussing our lesson and activity.
After the lesson over where are food
comes from, students will compare
the different types of food production
and can identify where their food
comes from using the interactive
worksheet.
3. Learning target: I can
communicate effectively with others
in a respectful way when discussing
where my food comes from.
Objective(s)/Learning Target(s)
1. Objective: Given multiple facts
about healthy and unhealthy foods,
the second graders will assume
responsibility to examine which
foods need to be taken out of their
diet using facts from todays lesson.
1. Learning Target: I can be
responsible when making a healthy
lunch for myself and others.
2. Objective: After discussing the
importance of healthy foods from
junk foods, the second graders will
work to adjust their lifestyle to eating
healthy foods during lunch.
2. Learning Target: I can choose
healthy foods from junk foods.
3. Objective: During a lesson over
healthy foods, the second graders
will communicate with others when
selecting foods to promote health
during the formative assessment.
foods come from during class
discussions.
Assessments
In a formative assessment,
students will turn in an exit slip
with foods that they will agree to
try and give up or change in their
diets. No differentiation will be
needed.
In an formative assessment
students will work in teams to
identify healthy and unhealthy
foods. Working in teams will
differentiate the lesson so that
students can work together to
accomplish this activity.
Students will be observed in
through a formative assessment
which I will be observing the
students to see if they are
following directions, and
working to incorporate and
OH5 Critique the selection of 3. Learning Target: I can promote healthy foods into their
foods to promote a healthy communicate effectively with others lifestyle.
lifestyle. during an activity over healthy foods.

Lesson 3: My Plate

Overview: Students will understand the importance of having a balanced and healthy meal. Students will be
able to recall portion sizes. I will be introducing My Plate through a PowerPoint.

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS REA 3: Analyze 1. Objective: After a PowerPoint In an formative assessment the

practical reasoning components.
Competency 3.6 Distinguish
adequate from inadequate reasons.
discussion over My Plate, the second
graders will plan their proportion
sizes to fit the needs of their body.
1.Learning Target: I can design a
meal with appropriate portion sizes.
students will complete a
Proportion Worksheet with the
correct daily serving size.
Students can use the PowerPoint
presentation to guide students
that need assistance. We will also
work on this as a class.

NASAFACS 14.3 Demonstrate
ability to acquire, handle, and use
foods to meet nutrition and
wellness needs of individuals and
families across the life span.
Competency 14.3.1 Apply current
dietary guidelines in planning to
meet nutrition and wellness needs.
2. Objective: Given information
about My Plate, the second graders
will design a meal plan that
incorporates all five food groups.
2.Learning Target: I can design a
meal plan that meets My Plate
guidelines.
Students will design a meal plan
using food models on a My Plate
handout that meet the nutritional
needs of individuals and families,
through a formative assessment.
Differentiation will be used by
giving students additional time if
needed.

KOSSA: Culinary and Food
Services
AB1 Locate and interpret written
information.
EA6 Accept responsibility for
personal decisions and actions.
OH1 Determine nutrient
requirements across the life span
addressing the diversity of people,
culture, and religions.
3. Objective: During a lesson over Students will know where to
My Plate, the second graders will locate My Plate for information
listen and interpret information from regarding nutrients for the body
the PowerPoint and accept and can explain to their parents
responsibility for their actions. what My Plate is. No
Students will analyze the food differentiation is needed.
groups and nutrient requirements for
all individuals.
3. Learning Target: I can locate the
My Plate website and can help their
parents pick healthy food choices
across my lifespan.

Lesson 4: Be Safe & Clean

Overview: Students will learn about safety and sanitation, and gain knowledge about germs and bacteria.
Students will demonstrate proper hand washing techniques. I will demonstrate proper handwashing
techniques and students will model my behavior.
 Standards Objective(s)/Learning Target(s) Assessments

NASAFACS REA 4: Implement
practical reasoning for responsible
action in families, workplaces, and
communities.
Competency 4.2 Describe a
particular recurring and evolving
individual, family, workplace, or
community concern.
1. Objective: Given information over
why individuals must wash their
hands, the second graders will
complete a worksheet over germs
with a 80% rate of accuracy.
1. Learning Target: I can state what I
can do to help not spread germs.
A formative assessment will be
given to students in the form of a
germ worksheet that examines
students knowledge obtained by
the lesson. I will walk around the
room and guide students who
need help.

NASAFACS 14.4 Evaluate factors 2. Objective: After examining germs A formative assessment will be
that affect food safety from on our hands when looking at them through observing the second
production through consumption. through a black light, the second graders as they wash their hands
graders will demonstrate the proper and checking their hands with the
Competency 14.4.2 Analyze hand washing technique with 100% black light to see if they need to
safety and sanitation practices. rate of accuracy. rewash them.

2. Learning Target: I can wash my

hands using the proper hand washing
technique.

KOSSA: Culinary and Food
Services
AA2 Participate in conversation,
discussion, and group
presentations.
EN1 Assume responsibility for
safety of self and others.
OB5 Practice good personal
hygiene/health procedures and
report symptoms of illness.
3. Objective: As the class Students will be observed during
participates in hand washing, the the lesson to make sure all
second graders will assume students are participating and
responsibility for safety of self and showing responsibility for safety
others and practice personal hygiene of self.
using techniques discussed in class.
3.Learning Target: I can be
responsible for good personal
hygiene by washing my hands before
and after meals.

Summative Assessment Analysis

Table
N/A

Summative Assessment Reflection

1. If you were to teach this unit again, explain what you would do differently and why you would make
change(s)?-N/A
2. What professional growth needs, according to the Framework for Teaching, have you identified based
on your reflections as you planned, taught, and assessed your unit? How do you plan to address these
needs?-N/A

Four Lesson Plans


Lesson Title: Where Does Our Food Come From?
Standards
NASAFACS REA 2: Analyze
recurring and evolving family,
workplace, and community
concerns.
Competency 2.3 Describe
conditions and circumstances that
create or sustain recurring and
evolving concerns.
NASAFACS 14.1 Analyze factors
that influence nutrition and
wellness practices across the life
span.
Competency 14.1.4 Student will
analyze the effects of global,
regional, and local events and
conditions on food choices and
practices.
KOSSA: Culinary and Food
Services
AA1 Utilize effective verbal and
non-verbal and communication
skills.
EC3 Demonstrate polite and
respectful behavior towards
others.
OA4 Examine the impact of food
production and service
occupations on local, state,
national, and global economies.
Lesson Plan 1
Objective(s)/Learning Target(s)
1. Objective: Given details about
where individuals and the
communities food comes from, the
second graders will identify concerns
that individuals have using details
discussed in class.
1. Learning Target: I can identify
concerns individuals and the
community has over food
production.
2. Objective: After a discussion over
where our food comes from, the
second graders will outline different
foods and where they came from
with a 80% rate of accuracy.
2. Learning Target: I can state where
I get my food from.
3. During the lesson over discussing
where we get our food from, the
second graders will communicate
through verbal and non-verbal
communication when participating in
the interactive map worksheet to see
students understandings of distance.
During the interactive worksheet, the
students will demonstrate being
polite and respectful to others when
discussing our lesson and activity.
After the lesson over where are food
comes from, students will compare
the different types of food production
and can identify where their food
comes from using the interactive
worksheet.
Assessments
In a formative assessment, the
second graders will be given a
worksheet that gives directions
for students to identify which
questions are concerns about our
foods and which are positive.
Students may work with a
partner if they feel that they need
assistance.
A formative assessment will be
given in the form of an
interactive map worksheet.
Students will be given different
produce labels and as a class the
second graders will research
where it came from. The class
will work together to
differentiate the lesson.
In a formative assessment, I will
be observing the second graders
to get feedback on who is
communicating effectively with
others, who is being polite and
respectful.
I will observe students
comparing where the different
foods come from during class
discussions.
 3. Learning target: I can
communicate effectively with others
in a respectful way when discussing
where my food comes from.

References/Resources/Technology
Lesson 1:
Computer
White board
Smart Board
Paper
Pencil
Interactive map
Internet
Worksheet over food concerns.
http://mapmaker.nationalgeographic.org
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=0&sectionId=63&contentId=144
https://naitc-
api.usu.edu/media/uploads/2017/01/16/Where_Does_My_Food_Come_From_activity_sheet.pdf

Lesson Procedures

Opening

-Students should be aware of vocabulary words such as produce, fruits and vegetables, farmers markets, and
grocery stores.
-Students will be given a bell ringer to access prior knowledge. Bell ringer: Name the places where you buy
your produce from.
-A PowerPoint will introduce the students to the lesson and what will be discussed.
-Learning targets and behavior expectations will be on the PowerPoint.

Behavior expectations:

Listen during lecture.

Ask questions
Participate in activities.
Be respectful of others.
Have fun!

Middle

Instructional Delivery Instructional Differentiation

-A lecture and discussion using a PowerPoint will be over why its -We will be working together as
important to have a variety of foods, where does our food come from that a class to complete the
is in our grocery stores, and concerns that communities have due the interactive map worksheet. This
location they are in, etc. will help differentiate the activity
-Students will be given an interactive map worksheet and a produce label. because we can communicate as
As a class we will identify on the Smart Board were each of their foods a group.
came from.
-I may ask questions like, Where do you get your produce from? -Students who need assistance
and Why is it important that we get foods from other countries? with that worksheet over
-A worksheet will be handout out to the second graders with directions for concerns of where our food
students to identify the concerns that were discussed in the PowerPoint comes from will be able to work
over where our food comes from. with a partner.

Closure

-A review over todays lesson will be discussed. Questions such as, What are the concerns of food
production?, How do we get our food?
-Students will be introduced to the next lesson which will be, comparing healthy and unhealthy foods.

Analysis

Objectives/Learning Targets Student Learning Results

1. N/A N/A

2. N/A N/A

3. N/A N/A

Lesson Plan 2

Lesson Title: Healthy vs. Unhealthy Foods

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS REA 1: Evaluate 1. Objective: Given multiple facts In a formative assessment,

reasoning for self and others.
Competency 1.1 Analyze different
kinds of reasoning.
about healthy and unhealthy foods,
the second graders will assume
responsibility to examine which
foods need to be taken out of their
diet using facts from todays lesson.
students will turn in an exit slip
with foods that they will agree to
try and give up or change in their
diets. No differentiation will be
needed.

1. Learning Target: I can be

responsible when making a healthy
lunch for myself and others.

NASAFACS 14.2 Examine the 2. Objective: After discussing the In an formative assessment
nutritional needs of individuals importance of healthy foods from students will work in teams to
and families in relation to health junk foods, the second graders will identify healthy and unhealthy
and wellness across the life span.
Competency 14.2.1 Evaluate the
effect of nutrition on health,
wellness and performance.
work to adjust their lifestyle to eating foods. Working in teams will
healthy foods during lunch. differentiate the lesson so that
students can work together to
2. Learning Target: I can choose accomplish this activity.
healthy foods from junk foods.

KOSSA: Culinary and Food
Services
AA3 Communicate and follow
directions/procedures.
EN3 Manage personal health and
wellness.
OH5 Critique the selection of
foods to promote a healthy
lifestyle.
3. Objective: During a lesson over
healthy foods students will
communicate with others when
selecting foods to promote health
during the formative assessment
3. Learning Target: I can
communicate effectively with others
during an activity over healthy foods.
Students will be observed in
through a formative assessment
which I will be observing the
students to see if they are
following directions, and
working to incorporate and
promote healthy foods into their
lifestyle.

References/Resources/Technology
Computer
Projector
PowerPoint
White board
Various pictures of food
Baskets or containers to put pictures in
Pencil
Paper
https://www.tes.com/teaching-resource/healthy-eating-6074766
https://ecdn.teacherspayteachers.com/thumbitem/Nutrition-Food-Choices-Healthy-Unhealthy-Good-
Bad-CutPaste-Food-Sort-077743100-1376163993-1453433070/original-820311-3.jpg

Lesson Procedures

Opening

-Students will be given a bell ringer to access prior knowledge. Bell ringer: What are some of your favorite
foods to eat?
-A PowerPoint will introduce the students to the lesson and what will be discussed.
-Learning targets and behavior expectations will be on the PowerPoint.

Behavior expectations:

Listen when others are talking.

Participate in activities.
Hands to self
Do your best!
Have fun!

Middle
Instructional Delivery Instructional Differentiation

-A lecture and discussion will be shown through a PowerPoint to explain -Students will work together on
the differences between healthy vs. unhealthy foods. teams to sort out various pictures
-After a PowerPoint over the importance of eating healthy foods, students of healthy foods vs. junk foods.
will be split into two teams and will play a game where they sort healthy This will differentiate the lesson
foods from junk foods. because students can help others
-Questions that may be asked are: Why do you believe this to be a on their team who may need
healthy food? or What are some healthy foods that you like to eat? assistance.

Closure

-I will review the lesson for the day.

-A exit slip will be given asking students which foods they will agree to try to cut out of their diets.
-I will introduce the next lesson which is My Plate and the 5 food groups.

Analysis

Objectives/Learning Targets Student Learning Results

1. N/A N/A

2. N/A N/A

3. N/A N/A

Lesson Plan 3

Lesson Title: My Plate

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS REA 3: Analyze 1. Objective: After a PowerPoint In an formative assessment the

practical reasoning components.
Competency 3.6 Distinguish
adequate from inadequate reasons.
discussion over My Plate, the second
graders will plan their proportion
sizes to fit the needs of their body.
1.Learning Target: I can design a
meal with appropriate portion sizes.
students will complete a
Proportion Worksheet with the
correct daily serving sizes.
Students can use the PowerPoint
presentation to guide students
that need assistance. We will also
work on this as a class.

NASAFACS 14.3 Demonstrate
ability to acquire, handle, and use
foods to meet nutrition and
wellness needs of individuals and
families across the life span.
2. Objective: Given information
about My Plate, the second graders
will design a meal plan that
incorporates all five food groups.
Students will design a meal plan
using food models on a My Plate
handout that meet the nutritional
needs of individuals and families,
through a formative assessment.
Differentiation will be used by
Competency 14.3.1 Apply current 2.Learning Target: I can design a giving students additional time if
dietary guidelines in planning to meal plan that meets My Plate needed.
meet nutrition and wellness needs. guidelines.

KOSSA: Culinary and Food
Services
AB1 Locate and interpret written
information.
EA6 Accept responsibility for
personal decisions and actions.
OH1 Determine nutrient
requirements across the life span
addressing the diversity of people,
culture, and religions.
3. Objective: During a lesson over Students will know where to
My Plate, the second graders will locate My Plate for information
listen and interpret information from regarding nutrients for the body
the PowerPoint and accept and can explain to their parents
responsibility for their actions. what My Plate is. No
Students will analyze the food differentiation is needed.
groups and nutrient requirements for
all individuals.
3. Learning Target: I can locate the
My Plate website and can help their
parents pick healthy food choices
across my lifespan.

References/Resources/Technology
PowerPoint
Computer
Projector
White Board
Pencil
My Plate Model
Food Models
My Plate website -https://www.choosemyplate.gov
My Plate worksheet
Proportion size models
Proportion worksheet

Lesson Procedures

Opening

-A bell ringer will be used to activate prior knowledge. Bell ringer: Name as many food groups as you can
think of.
-A PowerPoint slide will be used to introduce the lesson.
-Learning targets and behavior will be on the PowerPoint.

Behavior Expectations:
Listen to others
Participate in lesson
Ask questions
Do your best!
Have fun!

Middle

Instructional Delivery Instructional Differentiation

-A lecture and discussion will be constructed through a PowerPoint, -Differentiation will occur by
discussing what My Plate is. allowing students to work with
-Proportion sizes will be shown using proportion models. others when working on the My
-Students will be given My Plate worksheet and students will have to Plate worksheet.
construct a meal plan using all of the food groups. Students will use food
models to construct their meal plans. -Differentiation will occur by
-Students will share their My Plate meal plans with the class. allowing students to look at the
-Students will identify through a proportion worksheet, the daily serving proportion models when working
size for each food group. Real life objects images will assists with the on the proportion worksheet.
serving size.
-Questions that will be asked may be, What do they believe a portion
size to be? and Why is it important to eat all of the food groups?

Closure

-A review over the lesson will be discussed. Questions such as Name the food groups and the portion sizes
for each."
-The next lesson will be introduced which is over Safety & Sanitation.

Analysis

Objectives/Learning Targets Student Learning Results

1. N/A N/A

2. N/A N/A

3. N/A N/A

Lesson Plan 4

Lesson Title: Be Safe & Clean

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS REA 4: Implement
practical reasoning for responsible
action in families, workplaces, and
communities.
Competency 4.2 Describe a
particular recurring and evolving
individual, family, workplace, or
community concern.
1. Objective: Given information over
why individuals must wash their
hands, the second graders will
complete a worksheet over germs
with a 80% rate of accuracy.
1. Learning Target: I can state what I
can do to help not spread germs.
A formative assessment will be
given to students in the form of a
germ worksheet that examines
students knowledge obtained by
the lesson. I will walk around the
room and guide students who
need help.
NASAFACS 14.4 Evaluate factors 2. Objective: After examining germs A formative assessment will be
that affect food safety from on our hands when looking at them through observing the second
production through consumption. through a black light, the second graders as they wash their hands
graders will demonstrate the proper and checking their hands with the
Competency 14.4.2 Analyze hand washing technique with 100% black light to see if they need to
safety and sanitation practices. rate of accuracy. rewash them.

2. Learning Target: I can wash my

hands using the proper hand washing
technique.

KOSSA: Culinary and Food
Services
AA2 Participate in conversation,
discussion, and group
presentations.
EN1 Assume responsibility for
safety of self and others.
OB5 Practice good personal
hygiene/health procedures and
report symptoms of illness.
3. Objective: As the class Students will be observed during
participates in hand washing, the the lesson to make sure all
second graders will assume students are participating and
responsibility for safety of self and showing responsibility for safety
others and practice personal hygiene of self.
using techniques discussed in class.
3.Learning Target: I can be
responsible for good personal
hygiene by washing my hands before
and after meals.

References/Resources/Technology
Computer
Projector
PowerPoint
White board
Pencil
Germ worksheet
Black light
Glo Germ (lotion that glows when exposed to black light)
Sink with running water
Soap
Paper towels
http://www.mass.gov/eohhs/docs/dph/cdc/handwashing/lesson-plans-k6.pdf
https://sites.google.com/site/handwashing27/contact-us
https://www.cdc.gov/flu/school/index.htm
https://www.tes.com/lessons/E1A60Fkdx5CDNQ/germ-boogey-monster
Worksheets:
www.superteacherworksheets.com
https://www.teacherspayteachers.com/Product/Germs-Assessment-277768

Lesson Procedures

Opening

-Students will be introduced to the lesson with a PowerPoint.

-Mr. Germ will be introduced to the students.
-Learning targets and behavior expectations will be on the PowerPoint.
Behavior Expectations:
Listen to others.
Participate in activities.
Do your best!
Have fun!

Middle

Instructional Delivery Instructional Differentiation

-I will discuss why germs are unsafe and spread from one person to -Students will work
another in a PowerPoint lecture. independently on germ
-I will explain sanitary practices. worksheet. To differentiate
-I will demonstrate the proper hand washing techniques. students that need assistance will
-I will explain the activity we are doing with the black light and Glo be allowed have additional time
Germ. to do so.
-I will ask a table at a time to participate in putting Glo Germ on their
hands. -No differentiation will be
-The lights will be turned off to show the germs on the students hands. needed for Glo Germ activity and
-As students participate in putting Glo Germ on I will have them wash proper hand washing.
their hands.
-I will stand next to sink to demonstrate hand washing with them.
-Students hands will be reexamined by the black light to see where
students need to work on washing better.
-Students will rewash their hands if necessary.
-While tables are participating one by one in putting Glo Germ activity
the rest of the class will be doing a word search over the terms we have
been using in class.
-A germ worksheet will be handed out over knowledge about germs.
-We will discuss the germ worksheet.

Closure

-A review over todays lesson about germs and sanitation will be discussed.
-A exit slip over why its important to wash hands will be given. Students can draw images to support their
answers.

Analysis

Objectives/Learning Targets Student Learning Results

1. N/A N/A

2. N/A N/A

3. N/A N/A