Kelly Goldston
ELED 3221
9/14/15
edTPA Indirect Instruction Lesson Plan Template
Germs: The Dos and Donts
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Central Focus/Big Idea: Germ Awareness
Subject of this lesson: Germs can be found found everywhere and there are many ways to
spread them but there are always ways we can prevent germs from spreading and this lesson will
highlight how/where germs are spread and how to take decrease spreading germs.
Grade Level: 3rd grade
NC Essential Standard(s):
3.L.1.2. Explain when skin is necessary for protection and for the body to remain healthy.
Next Generation Science Standard(s):
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.
21st Century Skills:
Productivity and Accountability-Students are expected to wash their hands following the
requirements we learn in the lesson(at least two minutes and MOST of the glitter is washed
off). To do this students must show accountability by making sure they actually wash their hands
for a full two minutes and getting most of the glitter off. They cannot lie or cheat to do this.
Collaboration-Students are expected to work in pairs or small groups to complete this
assignment. They will have to communicate and explore how they think germs are spread,
demonstrate these ideas as a team and hold each other accountable during the procedural aspect
of the lesson.
Academic Language Demand
Language Function: Students should be able to describe how germs are spread, multiple
ways we can prevent spreading germs, and the steps for how to correctly wash his/her
hands and why it is important.
Analyze
Argue
Categorize
Compare/contrast Describe
Explain
Interpret
Predict
Question
Retell
Summarize
Scientific Vocabulary: germs, infections
Instructional Objective: The students will be able to identify how germs are spread(at least four
ways) and how to correctly wash his/her hands, eliminating most of the germs(at least 3/4s).
They will have an assessment at the end of the lesson where they must list four different ways
one can spread germs(locations or actions) and they will have to demonstrate the correct hand
washing technique eliminating 3/4s of the germs(glitter).
Prior Knowledge (student): Students should know what germs are and how they effect us.(We
will review this at the beginning of the lesson though).
Content Knowledge (teacher): They should know how to wash their hands successfully, what
germs are(particles that COULD cause infections), different ways they can be spread(ex:
touching different surfaces or people after coughing), and solutions to prevent the spread of
germs(ex:cough into your arm, carry tissues with you etc.).
Accommodations for special needs (individual and/or small group): Students with physical
handicap should be able to complete this assignment but if they do not have accessibility of their
hands then they will pair up with peers and observe and then describe to the teacher to show their
understanding. ELL students will have the help of visual aids(pictures of demonstrations) and the
ability to observe their peers.
Materials and Technology requirements:
red, blue, and gold glitter (1 medium sized bottle of each color)
buckets of water(one for each group)
teacher created worksheet
visual aids of hand washing, variety of ways to spread germs and their locations
Youtube video: https://www.youtube.com/watch?v=NoxdS4eXy18
spray bottle(one, small size)
purple food coloring for inside spray bottle(one small bottle)
images of household/classroom items with corresponding word underneath(at least 10 different
items)
Total Estimated Time: About an hour to an hour and a half
Source of lesson: Main ideas of the lesson are from the website below:
http://www.teach-nology.com/teachers/lesson_plans/science/35germs.html
Safety considerations: All of the glitter will be sure to be washed off by the end so as not to get
in a students eyes.
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage:
-Show the Germ-Smart video from Youtube.
Before showing the video, ask:
Who here has ever been sick before? Was it a bad cough or a stomach ache? Maybe a
sore throat or ear infection? Have students raise their hands if this applies to them.
Do you know how you got sick? What factors could have played a role? Have students
turn and talk with their neighbor. Walk around and observe their discussions. Hopefully you
will hear germs or the spreading of germs come up at some point amongst the students. Either
way say this next.
Yes, the most common way to get sick is by the spread of germs. Does anybody know what
germs are? Have students draw on a sticky note what they think a germ looks like(it can be
realistic or cartoonish).
Who knows some ways we can spread germs? Do you know the most common places
germs get spread? Have a few students raise their hands to answer and list the answers on the
board.
-Watch the Germ-Smart video from Youtube and ask the students to write down on the back of
their sticky notes one new thing they learned from the video whether it is a way to spread germs
they hadnt thought about or forgotten or what germs can do to us, just anything new they learn!
-Review what germs do and how our body fights them. Explain that if someone has a cold and
touches their nose or mouth they are spreading germs to their hands. Then the germs are easily
spread to other surfaces and people.
Explore/Explanation:
-Divide the class into groups of three or pairs(depending on the number of students). Explain that
the glitter represents germs and each student in each group should sprinkle a different colored
glitter on his/her hands and dump the excess off. He/she should then follow the directions on the
worksheet for touching various surfaces and people. The group should track the results on the
worksheet.
Sample from worksheet:
1. After spreading the glitter on your hands, touch your desk and record your observations.
2. Have another students in your group touch the desk where your hands were. Look at his
hands and record your observations.
3. Shake hands with the third students. Look at their hands and record your observations.
4. What color glitter is on your hands? What color glitter is on the desk? Record your
observations.
-Come back together and discuss the activity.
What did you notice happened when your germ carrier touched the desk? What about when
you touched the desk after them? Did anything happen when they shook hands with someone
else? Have the students talk turn and discuss with a classmate for a minute. Then come back
together and ask a few of them to share what they noticed.
Emphasize how easy it is to spread germs, they can clearly see by all the glitter everywhere!
-Explain that one of the best things they can do to stay healthy and prevent spreading germs is
washing your hands! But to actually remove the germs, it must be done correctly. Tell students
that knowing WHEN to wash their hands is the first step. Ask students for times when they think
it is important to wash their hands. Review their recommendations and add any from the list
below that they may not have said.
Clean your hands before and after:
-using the bathroom or changing diapers
-eating
-cooking or serving food
-treating a cut or wound
-contact with a sick person
Clean your hands after:
-coughing, sneezing, or blowing your nose
-touching another persons hands
-touching an animal or pet
-handling garbage
-touching frequently touched areas(doorknob) or dirty items(laundry or dishes)
-Remind students that if they arent sure if they need to wash their hands then it is always safest
just to wash them! Washing your hands too much isnt a bad thing.
-Now ask students if they know how to correctly wash their hands.
What do you think are some of the hand washing steps? Have students turn and discuss and
then record their answers on the board.
-Review these important hand washing steps with the class:
1. Wet hands
2. Apply soap(either bar or liquid)
3. Scrub all areas of your hands
4. Dry hands with a clean cloth or paper towel
-Show them the proper techniques for washing ones hands(wash your own hands in one of the
buckets of water, placing it on a table at the front of the class so everyone can see). While
washing your hands emphasize the different strokes and rubbing that you do to really ensure that
you are doing good hand washing. Then ask:
How long do you think you should wash your hands for? 5 seconds? One minute? Have a
few students raise their hands and answer.
Then share with them that 20 seconds is all it takes! Add for 20 second to the third hand
washing step.(ex: 3. Scrub all areas of your hands for 20 seconds)
What takes 20 seconds? Singing the Happy Birthday song twice or singing the ABCs twice!
Thats all it takes! So now lets all practice and see how well we can prevent our germs from
spreading!
-Have the students divide back into their previous groups of three. Have each of them pour glitter
onto their hands(if they havent done so already) and dump the access glitter off and then wash
their hands following the procedure demonstrated previously by the teacher. You should hear the
students singing whichever song they would like to take up the allotted 20 seconds EACH! Then
after each student have the others in the group record their progress on their worksheet.
-Have the students go back to their individual desks. Pass out a short fill in the blank quiz and
have students complete it.
Elaborate:
Healthy Habits Activity 1: Clean shared surfaces regularly
-Define the terms clean(germ free) and unclean(dirty or home of germs). Show desk that has
been reserved for lesson. Turn to show the top of the desk, ask the students Is this desk clean or
unclean? Have the students raise their hands to answer and ask then ask Why do you think its
clean? or why do you think its unclean? How can you tell its clean? What evidence is
shown to prove that the desk is clean? Go over that the answer is Clean-We do not see anything
on top or feel anything sticky). Assure students that this most likely means the surface is safe for
us to work on. It is germ free.
-Pretend to sneeze on the desk while using a spray bottle to dirty the surface. Ask students Is
this desk clean or unclean? Have students raise their hands to answer and then ask Why do you
think its unclean? What observations can we make that tells us the desk is unclean? Go over
that it is Dirty-We can see things on it. It feels funny/sticky. Explain that the desk is now home to
germs that can stick to friends and make them sick. Wipe the desk with your fingers and ask the
students what they see. Show how the germs are now transferred to your hands.
-Ask the students How can we stop germs from spreading? What can we do to prevent
spreading our own germs? Is there anything we do everyday that you can think of that helps us
stop the spread of germs? Have the students turn and discuss with a partner, then take
suggestions. Demonstrate through hand washing to remove germs from your hands. Wash hands
with soap and water for 20 seconds.
-Then, wipe the desk with dampened cleaning cloth or cleaning wipe until the desk both looks
AND feels clean or free of germs. Remind the students that is is always good to let the teacher
know when something is dirty. Teachers have special cleaners that adults can use to make sure all
germs are gone.
Healthy Habit Activity 2: To share or Not to share
-Talk about how nice it is to share. It feels good to share. Ask students What do you share with
others? Do you share with your siblings or your classmates? What sort of things can we
share with each other? Record suggestions on the board. Discuss whether those items are
generally clean or unclean, reinforcing the language from the first healthy habit activity.
-Write a a chart of the board with the columns Good for sharing, Not for sharing. Have
different images printed out with their correlating word (picture of toothbrush and the word
toothbrush typed underneath). Pass out an image to each pair of students. Have the students then
come up when called upon to place their picture under the appropriate column they think it
belongs to. Discuss their sorting decisions throughout the activity.
-Ask the students What would happen if a student sneezed on a pair of scissors(one of the items
from the Good for sharing group)?. Explain how it would not be good for sharing anymore
because it is now the home of germs. Encourage students to come up with ways to make it safe
to share the item again. (Ex: Give it to teacher to clean and then wash hands after touching).
Evaluate:
Formative Assessment: Record observations/findings and in class participation.
Summative Assessment: Germ Spreading fill in the blank quiz.
Sample Questions for quiz:
1. Germs can be found anywhere. Some common places to find germs are ________, doorknobs,
and _______.
2. I can help stop the spreading of germs by sneezing into a tissue and ___________________.
3. I love sharing with my little brother. But some things I do not share are my toothbrush and
___________.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
16 out of 20 students earned 100% accuracy on the assessment(quiz). The other 4 students
earned 90% accuracy.
Reflection on lesson:
This lesson went pretty well! I didnt get to teach the entire lesson, time did not allow for
me to complete the Elaborate portion of the lesson. I also had to change things up and instead of
having every group participate in the glitter spreading section and complete the worksheet we did
that as a whole class. I had about 5 students be my special helpers and they got the glitter
poured all over their hands and then I had them go around a touch objects while the class
observed. I also included the other students by having my helps shake hands, high five, or touch
their desks or something else near them. This allowed everyone to still participate but was not so
chaotic and didnt take up as much time. The students were really into answering the group
discussion questions I asked, they were all very enthusiastically raising their hands to answer.
They loved the sticky note portion of the lesson when they go the chance to draw their germs and
show what they learned from the video. I was able to keep them alert and respectful during the
video by urging them to be very respectful and quiet while the video played because then they
might get chosen to be my special helper. We then completed the worksheet I would have the
groups of students do as a whole class. Telling about our observations and what we could
conclude. The students obviously loved the glitter, it got them interested and excited about the
lesson. Once we got to the hand-washing portion of the lesson, again I did not have ample
time(only 45 minutes to do my lesson so I had to cut it in half) so instead of having each students
wash their hands and get rid of all of the glitter we used out imaginations to show this. I took this
out of my assessment results. Once I completed the rest of the lesson they took the quiz(10
questions) and we reviewed what we had learned! The students were very in to telling when to
wash your hands, before and after what activities because it allowed them to draw upon and tell
about their lives. Im really happy with how everything turned out even with the time constraint!
CT signature/confirmation: _________________________________ Date: ________________