KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Danielle Donato & Alexis Schwartz Date: April 11, 2016
Cooperating Teacher: Dr. Varano
Coop. Initials:______
Group Size: 20
Allotted Time: 20 minutes- 25 minutes
Grade Level: 2nd
Subject or Topic: Introduction to Germs.
Section: Tuesday/Thursday 9:30AM

STANDARD: 10.2.3.A- Identify personal hygiene practices and community helpers that
help promote health and prevent the spread of disease.

I.

Performance Objectives (Learning Outcomes):

A. The students will understand what germs are, how to prevent them from spreading and making
us sick by reading the story Germs, Germs, Germs. By Bobbi Katz
B. The students will understand the importance of body/hand cleanliness before eating and
preventing illnesses by watching a BrainPop video on Cold/Flu.
II.

Instructional Materials
A. Germs, Germs, Germs by Bobbi Katz
B. computer
C. SMART board/projection screen
D. anchor chart paper
E. markers (assorted)
F. 20 At-Home Interview worksheets

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Prior to this lesson students will know what being sick looks and feels like.
2. Prior to this lesson students will some good hygiene practices to reduce germs.
B.

Key Vocabulary
1. Germ- Tiny living things that make you sick made of bacteria and viruses.
2. Spread- Reaching to more and more surfaces or people over time.
3. Infection- A virus being present in your body making you sick.

4. Protection- Preventing something harmful that could happen to you.

C.

Big Idea
1. What are germs and how can I prevent them?
D. Content
1. Everyone can prevent germs and getting sick by living a healthy lifestyle.
2. We need to know all about germs before we can start preventing them.
IV.

Implementation
A. Introduction: Begin the lesson by asking students if they have ever been sick or
have caught a cold- their body aches, they may have the chills and a fever, they might
even stay in bed all day. Once the teacher asks the students this question and gives them
these examples, he/she will begin to introduce the book, Germs, Germs, Germs. By
Bobbi Katz.
B. Development:
1. Once students offer their answers, the teacher will ask guiding questions
regarding the appearance of the front cover of the book- title, illustrations etc. Students
will give feed back on the front cover discussions.
2. The teacher will start with a clean piece of chart paper to create an anchor chart
on germs for the week long unit as a reference. As the teacher leaves the story aloud to
the class, he/she will prompt students to contribute newly learned information to the
chart. This can include definitions, key words, questions, facts etc. The anchor chart
should be colorful, attractive and student centered.
3. Once the book has been read and there has been an in-depth conversation
regarding the text, the teacher will transition from what germs are exactly to how we can
prevent them and good health practices.
4. The teacher will ask students to return back to their seats and give their full
attention to the SMART/projection board.
5. The teacher will prepare a BrainPop video on Cold/Flu. The video touches on
being sick, germs and how germs turn into viruses etc., and proper health tips and
techniques to prevent them from making us sick.
6. The teacher will continue to remind students if they hear any new vocabulary or
other important information to add to the anchor chart, they should write it on a Post-It
note and stick it to the anchor chart for discussion after the video is finished.
7. Once the BrainPop video is complete and anything that needed to be discussed
or added to the class anchor chart was added, the teacher will explain the homework that
is to be completed.

C. Closure: To bring this lesson to a close, the teacher will announce what he/she
would like them to do for homework. For homework, students are to complete a
family/household interview with a parent, guardian, sibling, babysitter/caretaker etc. on how they
prevent germs and getting sick in their own homes. They will bring this back to school the next
day for completion and to hang up in the hallway.
D. Accommodations/Differentiation
1. Owen, a student with a specific learning disability, has difficulty following directions and getting
started in a timely fashion like the rest of his peers. Owen will be given a checklist of directions
upon entering the classroom that day on his desk, along being assigned a peer buddy to keep
Owen on task and to answer questions he may have during the lesson.
2. To differentiate instruction, we will implement student led assessment that lets them show their
understanding of the lesson and content. We would also like to gather different background
knowledge and history of the students and their experiences with germs, viruses, bacteria and
being sick to help them get the most out of the lesson.

E.
Assessment/Evaluation Plan
1. Formative: Students will conference with the teacher about their interview and answer
questions based healthy practices and illness preventions as they learned in class.
2. Summative: At-Home Family Interview homework assignment.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on student
performance written after lesson is taught, includes remediation for students who fail to meet
acceptable level of achievement)
Remediation Plan

1.
2.
3.
4.

B.
Personal Reflection (Questions written before lesson is taught. Reflective answers to
question recorded after lesson is taught)
How can we improve this lesson?
How can we draw out the days of the inquiry in more detail?
How well did students respond to the concepts of apples and human beings?
What areas could have been more clearly defined for student understanding?
VI. Resources
Brain Pop Video- https://jr.brainpop.com/health/bewell/coldsandflu/
Book- Germs, Germs, Germs. By Bobbi Katz.

Germ Fighters Interview

The ___________________ Family prevents germs and getting sick by

In our house, we wash our

hands___________________
________________________
________________________
_______________________.

At night, I sleep for ______

hours so I am well rested.

At my house, we drink a lot

of ____________ to make
sure we do not get sick.