Title of Lesson: Germs Date: 11-12-09

Teacher: Miss Elkins Subject/Grade: 1st grade Science

Objectives:

By the end of this lesson, students will know:

four different types of germs how germs spread  how to prevent spreading of germs

West Virginia CSOs:

SC.O.1.1.01 ask questions about themselves and their worldSC.O.1.1.04 use scientific instruments and everyday materials to investigate the natural worldSC.O.1.3.02 use models as representations of real things

National Standard:

NS.K-4.6

As a result of activities in grades K-4, all students should develop understanding of

Personal health

Rationale:

This lesson is designed to encourage student personal health and think like scientists.

Essential Question:

Why is it important to think like a scientist when it comes to a subject like germs?

Management Framework:

Overall Time: 45 minutes

Special Arrangements: Hook up microphone for hearing impaired student. Pre-set experiment.

Time Frame:

5 minutes introduction 5 minutes KWL discussion 10 minutes lesson 10 minutes experiment 5 minutes prevention 5 minutes complete KWL 5 minutes assessment/closure

Strategies:

Auditory: Discussion Teacher-led discussion

Visual: Graphic Organizers Visual Examples

Written: Guided notes Independent Practice

Kinesthetic: Project-based Demonstration

Adaptations: Be sure that hearing impaired student’s hearing aid is hooked up to microphone system. Check to make sure the system is working properly before beginning lesson to avoid disruption.

Procedures: Introduction:

Write the word “germs” on the board Ask what that word is  Let children give their thoughts on germs

Body: Introduce day’s topic as germs

Make KWL chart on whiteboard Call on students to fill in what they know Call on students to fill in what they want to know Explain the L is for after the lesson Go to carpet State there are four types of germs (Use visual aids attached) Present picture of bacteria Discuss bacteria Present picture of virus Discuss viruses Present picture of fungus Discuss fungi Present picture of protozoa Discuss protozoa Allow for comments Return to seats Become scientists to see how germs spread Do experiment: (materials are prepared)

o Select four volunteerso Lay down three sheets of black construction papero Make a hypothesis whether the germs from volunteer one will reach volunteer fouro State flour will represent germs in activityo Place volunteer one’s hand in flouro Shake volunteer two’s hando Place volunteer two’s hand on papero Volunteer two shake hands with volunteer threeo Volunteer three place hand on second papero Volunteer shake hands with volunteer fouro Volunteer place hand on third papero Let volunteers wipe hand with baby wipe

Bring other students around table Discuss how the germs spread  Return to seats Discuss what has been learned so far Discuss other ways to spread germs

o Doorknobso Going to the restroomo Not covering coughs/sneezeso Borrowing items

Discuss preventative measureso Wash hands with warm water and soapo Hand sanitizero Antibacterial wipeso Vaccine 

Closure: Complete KWL chart  Let students fill in what they learned  Pass out assessment Worksheet (see attached) Allow time to work, may be completed next morning

Assessment:Diagnostic:

Before teaching the actual lesson, the students will be asked what they know about germs. As a class, they will fill in a KWL chart on the whiteboard with the teacher. This gives an idea of what the children know about the subject and what they still want to know as well. Try to ask each student at least one question about what they know or want to know.

Formative:

During the lesson, there needs to be open lines of communication. The students’ input in the subject is critical. Try to not over-talk. Let the students ask questions and make comments. Take note on who is actively participating in the lesson.

Summative:

After the lesson, the students will finish the KWL chart together. Note if any questions were answered. Try to let all students participate, not just a select few. Also the students will be given an assessment worksheet (attached). See if their answers are the same as that of the KWL or if they learned something different from the lesson. Use the attached rubric to follow as a guide for grading.

First grade students at the mastery level in the nature of science:

Safely use tools and techniques as they gather, record, and organize information to answer questions they have about the world around them.

Materials: Visual aids Whiteboard with markers Black construction paper (3 pieces) Tape to hold down paper if necessary Flour Antibacterial baby wipes Assessment worksheet Grading Rubric

Reflection:I loved teaching this lesson. Even though it was after lunch and the students were getting

restless for the end of the day, they really enjoyed the lesson. All students were active in

participating and really seemed to enjoy being scientists. I have normally taught them reading

and I think by branching out and doing an experiment with them, I caught their interest and got

them excited about the learning or at least the experimenting. There was really nothing that

could have gone better for me besides more practice. These students are great to teach. For the

most part they listen and ask questions at just the moments that I hope for. The only thing I wish

for this lesson is to have more time. It seemed all cramped up into one lesson, so I hope to one

day take it and make it a unit and go more in depth maybe with older grades.

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Dear Miss Elkins, Today we learned

about germs. This is what I learned…

Sincerely,______________________________________(Your name goes on the line above)

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See Student Examples

0 Points 2 Points 3 Points 4 Points 5 Points

Learned Facts No facts are stated.

Words are stated, but not related to lesson.

Words slightly related to lesson are stated.

Attempted to write one fact, even if contains error.

At least one correct fact learned is stated.

Terms No science terms are used.

Words are attempted but not scientific.

Science terms are attempted with major error.

Science terms are attempted with slight error.

Science terms are used correctly.

Name No name is included on paper.

Name is included somewhere on paper.

Name is written near, but not on appropriate line.

Name is on appropriate line, but not readable.

Name is clearly written on appropriate line.

Participation No participation throughout lesson. (no questions or participation in activity)

Little participation throughout lesson. (finishes worksheet, but no questions/ comments)

Some participation throughout lesson. (asks at least one question)

Active participation throughout most of lesson.(asks at least two questions)

Active participation throughout entire lesson.(involved and asks many questions)

Grading Rubric for Germs Lesson

Points Earned________ out of 20 Possible

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Visual Posters:

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Student Examples:

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