Lourdes University Department of Education

LESSON PLAN
Student: Skylar Finney Date: September 11, 2017
Content Area: Health Grade: 2nd Estimated Duration: 30 minutes

I. LESSON FOCUS
Essential Question(s): (What is the content focus?)

What is bus safety?

What does it mean to be safe?

PK-12 Academic Content Standards: (Based on Common Core and/or Ohio Academic Content Standards)

W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.

SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peer and adults in small and larger groups.

Learning Objective(s): (Aligned with content standards)

Students will demonstrate knowledge of bus safety through evacuation.

Students will define what it means to be safe.

Building on Past/Leading to Future: (Connection to prior and future knowledge)

Students will have prior knowledge of what general safety is and will connect it to bus safety and first
aid.

Academic Language Objective(s): (Specialized vocabulary, content specific genre, and instructional language)

Safety, first aid, emergency

II. ASSESSMENT
Informal and Formal Assessments: (List type of assessment(s), what is being assessed, including evaluation criteria.)

Informal discussion: While on the bus ask students questions that involve safety and first aid to
check understanding.

Exit Slip: Students will write three rules they have learned about bus safety after the activity and will
turn it in before leaving class.

III. SET UP/ MATERIALS

Materials/Resources/Technology/Set-up/:
Teacher Student
 1. Set up desks in two rows with a walk 1. Student worksheet
way in the middle. This is acting as the 2. Pencil
bus.
2. Student worksheet

IV. INSTRUCTIONAL PROCEDURES AND LEARNING TASKS

Instructional Strategies and Learning Tasks: (Aligned with content standards)
Time Teacher Student (s)
Allotted
2 min Have students take their seat in the Listen to teacher
classroom and explain that they are
going on a bus to learn bus safety.

1 min Have students pair up in partners Find a partner

(If uneven, a student can sit with
teacher)

3 min Load students into the bus. Get on the bus and find a seat with your
partner

10 min Lecture of bus safety and rules Ask questions when needed

5 min Ask students questions to check Answer questions when called on

understanding

4 min Evacuate bus and go back to Listen and evacuate

classroom

5 min Explain worksheet Complete worksheet

V. DIFFERENTIATED INSTRUCTIONAL SUPPORT FOR DIVERSE LEARNERS

Differentiated Instructional Support: (Differentiated in content, process, and/or product)

I will achieve all four learning styles throughout the lesson.

Visual: I will have a list of rules that go with the lecture.
Auditory: I will speak with a reasonable pace and will be repeating when necessary.
Read/Write: I will distribute an exit slip worksheet that requires them to write what they
have learned.
Kinesthetic: Students will be able to act out the procedure.

VI. ACCOMMODATIONS
 Lesson Accommodations: (In both learning tasks and assessments)

Visual accommodation: larger font on worksheet

Physical accommodation: using a bus that is handicap accessible

VII. EXTENSION/HOMEWORK CONNECTIONS

Assignment/Enrichment: (Aligned with content standards and/or lesson focus)

Bus safety worksheet if not finished in class.

VIII. RESEARCH IMPLICATIONS

Research/Theory that supports the content or methods of instruction:

Dewey:

Learning by Doing

Learning from experiences resulting directly from ones own actions, as contrasted with learning from
watching others perform, reading others instructions or descriptions, or listening to others
instructions or lectures.

XI. FINAL RETROSPECTIVE

Self Reflection: (What worked, what didnt, for whom? Why? What will you do next?)

Will turn in reflection the week after presenting.