Lesson Plan - Germs
Date: February 24, 2009
Cycle: 1, year 1-2
Subject: Language Arts + Science + Health
Duration: 85 minutes
Part 1
Lesson Agenda:
1. The teacher will briefly discuss the already learned material on
germs.
2. The teacher will introduce the ‘Jeopardy’ game
3. The teacher and the students will furthermore discuss the game rules
and objectives.
4. The teacher will then present the students with a concluding
worksheet (writing of a short story) to the activity.
5. Students will be evaluated on their in-class participation and on the
correct completion of their worksheets.
Materials required:
- Homemade Jeopardy game
- Germ Worksheet
- Homemade group tags (Red blood cells, white blood cells, bacteria, and
viruses).
Learning Intentions:
Given instructions and examples provided by the teacher, the students will be
able to correctly answer the questions in the game, as well as complete the
revision worksheet.
Essential Knowledges:
Organization of living things
Characteristics of living things
Evolution of life forms
Anatomy
Prerequisite Student Learning:
-A bit of knowledge on germs and health
- Subject Competency:
To adopt a healthy, active lifestyle
Key Feature:
-To develop a plan in order to change some personal lifestyle habits.
To communicate in the languages used in science and technology
Key Feature:
- To become familiar with everyday language related to science and
technology
To write self-expressive, narrative and information-based texts
Key Feature:
- To integrate his/her knowledge of texts into own writing
Cross-Curricular Competency:
To use information (QEP, p.16): The students will be able to recognize
various information sources, as well as put this information to use when
identifying the correct answers to the questions and when writing their short
stories.
Broad Area of Learning:
“Health and Well-Being” which consists of ensuring “that students adopt a
self-monitoring procedure concerning the development of good living habits
related to health, well-being, sexuality and safety” (QEP, p. 44). The students
will do so by participating in the game and writing their short stories.
"Citizenship and Community Life" which consists of ensuring "that students
take part in the democratic life of the classroom or the school and develop a
spirit of openness to the world and respect for diversity" (QEP, p. 50). The
students will do so by working together as a team.
Rationale:
The students must learn healthy habits and how to improve their lifestyles.
Assessment:
The students will be evaluated on their participation during the game, as well
as their ability to complete the worksheet (writing a short story including the
necessary vocabulary, used in the right sense). They will also be evaluated on
their sentence structure and the context in which they have integrated the
vocabulary words.
TIME
10
minutes
40
minutes
Presentation
Set: (Focusing Event or Hook)
The teacher will start the class by reviewing the previously learned material
on germs. The teacher will thoroughly explain how to play the game and the
rules (the teacher will already have previously set up the game on the
blackboard). The teacher will then have several students explain the game in
their own words to ensure that everyone has understood what is asked of
them. This will grab the students’ attention by getting them to participate in
the process of explaining the activity rather than having them watch the
teacher talk.
Development:
1. The teacher will divide the classroom into 4 groups (red blood cells,
white blood cells, bacteria, viruses).
2. The teacher will then pick out of a bag a group to start.
3. The group will decide what category and what points they want to
play on.
4. The teacher will read out loud the question and give each group the
time to discuss the answer together.
5. The teacher will randomly pick a group to answer the question, if they
get it wrong, another group will be chosen.
6. This will continue until every question has been answered.
30
minutes
5 minutes
1. The students will complete the worksheets under the teacher’s
supervision.
2. The teacher will walk around giving feedback to the students.
Closure:
The teacher will get some of the students to share their short stories, as well
as pick up the worksheets to verify their work and furthermore give them all
the feedback they need. Since this will be in the end of the term, it will
mainly be feedback given after the activity because it would be important for
the teacher to be able to use this as a tool for assessment for their report cards
and mark their progress. Once everything is completed, the teacher will
provide a list of vocabulary words for the children to practice at home and
have all the children pick out a book of their choice in the back of the
classroom for this subject.
Total time: 85 minutes
Alternative Lesson:
The teacher could do a lesson on the proper way to wash your hands. The
students could then create awareness posters for the school.
Notes on Motivation
The game provides
basis for the students
to participate and have
fun with the learnt
material.
Notes on Individual
Students:
Some students are not at
the same level as others, so
it is important to have
weaker students paired up
with stronger students to
help them out.
Notes on Management:
Be sure to allow enough
time for the students to
answer the questions
and complete their
worksheet.
Name: _________________________
Bacteria
Viruses
Date: _______________________
White Blood Cells
Park
Red Blood Cells
Chicken Pox
School
Slimy
Hands
Stomach flu
Sick
Exercise
Living
Healthy Food
Germs
Soap
GERMS
Directions: Fill in the blanks with words from the word bank above.
One morning __________ and __________ walked to _____________. They had no idea
what was about to happen. __________ was not at ____________ today. They didn’t
know why. What had happened to __________. _________ and _________ decided to
search for clue on why __________ had disappeared. Was it something he ate? Was it
something he did? No one knew. Then ________ had the best idea ever! __________
exclaimed: Why don’t we go see him! Maybe then we will know what happened to him!
Of course, this seemed a bit too easy for the two boys to do. They then adventured on to
___________ house. When they got there, his mom simply said: He cannot see you guys
right now, he is very sick. The doctor said it could not be cured with medicine. The two
boys were even more curious about what __________________ had. It could be
anything! A ____________________ on him, bacteria had turned him into goo, a
________________________ that kept him tied up in bed. Monsters could be coming out
to get him. The guys, too worried to stay there and do nothing walked to _________
window. They slowly peeked through the window. What they saw was just awful. Poor
___________.
The guys continued watching what was happening. They could see
__________________________. __________ mom suddenly came into the room. She
saw the two boys standing there and ___________________________. The two boys did
not know what to do next. They had to tell somebody. They headed to the
________________. Mr. ______________ was there waiting for them. He knew exactly
what they were going to tell him. The boys then told him __________________. Mr.
____________ just stood there and listened. He then decided to tell the boys how to help
their friend. Mr. _____________ said there were several rules to follow if you wanted to
stay healthy. (List 5 rules)
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
The boys then ran back to _____________ house and told his mom what she had to do.
_________________was then back at ___________________ the next day super healthy.
RUBRIC
0 points
2 points
4 points
6 points
Creativity
No thought,
did not
develop any
ideas.
Little
thought,
developed a
couple of
ideas to make
story
interesting.
Some
thought, used
original ideas
to make story
interesting.
Very
thoughtful,
used various
interesting
and original
ideas.
Accuracy
Words placed
in empty
spaces do not
make sense.
Some words
placed in
empty spaces
make sense.
Many words
placed in
empty spaces
make sense.
All words
placed in
empty spaces
make sense.
Format
Does not fit
guidelines.
Has no
appropriate
sentence
structure.
Somewhat
follows
guidelines.
Has some
appropriate
sentences.
Follows
guidelines.
Has many
appropriate
sentences.
Completely
follows
guidelines.
Has
appropriate
sentence
structure.