Template - Lesson Plan – Backwards by Design

Subject/Grade: grade 6 Lesson Title: non-curable infections Teacher:

miss Rogers
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):

Outcome; Demonstrate an understanding of how non-curable infections, including HIV and Hepatitis C infection, are
transmitted and how these infections influence the health (i.e., physical, mental, emotional, spiritual) and the identities of self,
family, and community.

Indicators:

Analyze how non-curable infections, including HIV, affect more people than they infect.

Discuss standard precautions/strategies to prevent the transmission of infectious diseases (e.g., washing
hands, personal protective measures such as not sharing personal items, immunization, insect
precautions, needle safety, avoiding other's body fluids, condoms, sexual abstinence).

Key Understandings: (‘I Can’ statements) Essential or Key Questions:

I can explain what non-curable infections are and give What are non-curable infections, and can you provide
examples, such as HIV. examples of such infections?
 How can non-curable infections like HIV be
I can describe how non-curable infections can spread from transmitted from one person to another?
person to person.  What are some immediate health effects that non-
curable infections can have on individuals who are
I can understand that non-curable infections can have both infected?
direct and indirect effects on individuals and communities.  Why is it important to understand the social and
psychological impacts of non-curable infections on
I can describe the difference between non curable and curable individuals and their communities?
infections  What is stigma, and how might people with non-
curable infections like HIV experience it?
Prerequisite Learning:
None
Instructional Strategies:
Group discussion
Experiment- showing how germs spread.
Anchor charts
Kwl chart-Using a KWL chart at the beginning of the lesson encourages students to activate prior knowledge helps to engage
students' interest and build a foundation for learning.

Stage 2: Determine Evidence for Assessing Learning

Formative
Kwl chart- if they have answers that are directly connected to what we have learned it can help show they are understanding the concept.

Poster Creation-It allows students to apply what they've learned and visually represent the information.

Group discussion- this shows if students are understanding what they are learning by engaging in topic.
Template - Lesson Plan – Backwards by Design

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: Materials/Resources:
Anchor chart
Students will start out filling out the first 2 boxes in the kwl chart what they Poster paper
know and what they want to know about infectious diseases. Kwl chart
Deck of cards
Write the term “non-curable infectious diseases” on the whiteboard or chart Spray bottle with water
paper.
Ask students to tell you what they know about this term. Record their answers. Possible Adaptations/
Accept all answers. When students have exhausted their thoughts, review the Differentiation:
meanings of each part of the term: Scaffolded Discussions: For students who may
Non-curable – cannot be cured. struggle with open-ended discussions, provide
Infectious – able to be transmitted. sentence starters, or prompts to help them
Disease – a disorder that causes a person to be sick. express their thoughts.
Based on these definitions, come up with a class definition of the term.
Alternative Assessment: Instead of traditional
Now ask students if they can name any non-curable infectious diseases. Remind posters, offer alternative ways for students to
them one more time what this means they might think disease and think things demonstrate their understanding. This could
like cancer or tumors or stomach pain. But remind them these things aren’t include digital presentations, oral reports, or
infectious meaning you can’t catch them like the common cold. written essays. This allows for varied
assessment methods that cater to different
Some of the top non-curable infectious diseases are: strengths and preferences.
Ebola
HIV/AIDS Management Strategies:
Hepatitis C
Use positive reinforcement techniques to
As a group talk about these question acknowledge and reward good behavior. This
can include verbal praise, stickers, or a reward
“Infectious diseases are contagious. What does the word contagious mean? “ system. This approach is based on the idea
“So how do we prevent coming in contact with infectious diseases or not taking that when students are recognized and
a chance on spreading them if we have one?” “Who all does non curable rewarded for their positive actions, they are
infections effect” more likely to continue demonstrating those
behaviors.
Have students record their answers on an anchor chart provided by teacher
answers should include.
Safety Considerations:
Handwashing
Not sharing personal items, such as drinking from the same straw, pencils, or Creating a Safe Space: Emphasize the importance of
respect, empathy, and open-mindedness within the
other items
classroom. Establish ground rules for discussions to ensure
Not putting things in your mouth that students feel safe sharing their thoughts and
Being careful to cover coughs and sneezes. experiences.
contagious diseases are easily transmitted from one person to another.

Development: Length of Time:

To demonstrate how infectious diseases can spread, use a spray bottle filled
with water. Spray some water on your hand and explain that the drops of water
represent germs from an infectious disease. Now touch some object and ask
students what has happened to the germs. This shows the importance of
handwashing after every activity in which germs could be present.

Students will be asked to pick a card from the deck of cards they will than find
someone with the same number as them and this will be their group for this
activity.

students will create posters advertising ways of preventing the spread of

infectious diseases, they can focus on one specific disease if they wish or just
Template - Lesson Plan – Backwards by Design

ways in general. These posters will/ should include anything from washing
hands, to getting immunized, covering mouth, cleaning anything to that nature.
If kids are having a hard time suggest the things listened above and steer them
in the right direction

Learning Closure: Length of Time:

Open the floor for a brief discussion by asking a few students to share what they found most
interesting or surprising about non-curable infectious diseases. students will fill out the last part of
the kwl chart on what they learned and if what they wanted to learn what taught.
Encourage students to mention any questions or concerns that may have arisen during the lesson.

Recap a little about what diseases are infectious and which ones can’t be spread.

Stage 4: Reflection
Template - Lesson Plan – Backwards by Design

Topic non curable infectious disease date:

Observer:

1. Professional Target 2. Steps to Achieve Target

Providing positive feedback as the class is going on not just at
the end of the lesson or end of assignment.
I aim to attain this objective because one of my classroom
management approaches involves the application of positive
reinforcement to facilitate effective learning. Additionally, I
aspire to go beyond this by offering positive feedback to
enable students to identify areas for improvement while
experiencing continuous support throughout the class. It is
crucial for me to integrate this approach not solely at the
conclusion of the session but consistently throughout the
learning process, ensuring that students can make progress
as they acquire new knowledge.
feedback Sandwich:
Use the "feedback sandwich" technique, which involves
starting with positive feedback, addressing areas for
improvement, and concluding with more positive
reinforcement. This constructive approach encourages
students to accept feedback more positively.
Identify Opportunities:
Pay close attention to moments during the lesson when
students exhibit positive behavior, make notable efforts, or
demonstrate understanding. These are opportunities for
immediate positive feedback.

Instructions to observer

Document instances where the teacher provides positive feedback how many times, including what was said, to whom, and the
context in which it was given. Write down if this feedback was a feedback “sandwich” and if this feedback was general praise or
specific and constructive.