Lesson Plan Template

Date of Lesson: 12-18-23 Day 1 This lesson was not taught live.

Teacher Candidate: Sydney Kamus

Subject/Topic: Personal Hygiene
Grade/Age Group: Ages 14-19
Duration of Lesson: 1:30-2:30 pm

Standard(s) & Objective(s)

After choosing your standards, ensure that you have at least one objective aligned with each standard.
● Standard(s) or Early Learning Standard(s):
10.2 2. A - Identify personal hygiene practices and community helpers for good health.
● Big Idea: The students will learn the importance of personal hygiene skills for daily healthy living habits.
● Essential Question: Why is it important that I have personal hygiene skills?
● Objective(s): The students will be able to exhibit personal hygiene practices by using an empty deodorant container to
demonstrate to the teacher the proper way to apply deodorant on the outside of their shirt by applying the deodorant upward,
downward, and upward again.

Assessment
Assessment is a process used by teachers and students before, during, and after instruction to provide feedback and to adjust ongoing teaching
and learning for improving student achievement. Describe the assessment. Provide a brief description of what information this assessment will
provide the teacher. Include student work samples when appropriate. Appendix B

Pre-Assessment/Formative Summative Assessment

The teacher will ask the students to raise their hand if they know what The video explained that to prevent and get rid of body odor, you must
personal hygiene is. The teacher asking the students to raise their hand shower daily and use deodorant. The teacher will use an empty

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gives the teacher the opportunity to determine which students know or
have heard of personal hygiene. Then the teacher will explain what
personal hygiene is and why it is important. After the teacher has
explained personal hygiene and why it is important, they will play a
video for the students that focuses on body odor. The video explains
how body odor is caused, the effects of body odor, and how to prevent
body odor. The video explains how our body, bacteria, and sweat
glands produce body odor with visuals and real-world examples to
help the students better understand.
deodorant container and model over their shirt how to properly apply
deodorant. As the teacher is modeling how to apply deodorant to the
students, they will verbally explain the steps as well. The teacher will
explain that you go up once, down once, and up again to apply a good
amount of deodorant correctly. The teacher will explain to the students
that they should apply deodorant when they get ready for school in the
morning. Then the teacher will give each student an empty deodorant
stick. The teacher will ask the students to demonstrate how to properly
apply deodorant over their shirt. The teacher will assess the students
by observing them applying deodorant over their shirt.

Prerequisite Knowledge
To effectively implement the lesson the teacher must know the definition of personal hygiene, why it is important, and how to apply deodorant.
The teacher must know the definition of deodorant, sweat glands, and bacteria. The teacher must also know how to utilize a computer to play the
video for the students.

Books, Materials, Technology, & Resources

Materials:

 8 deodorant containers

Deodorant container - empty - 2.65 ounce - amazon.com. (n.d.). https://www.amazon.com/Deodorant-Container-Twist-Up-

Refillable-Deodorants/dp/B08GGF369F

Technology:

YouTube. (2019, November 1). What causes body odor? | the dr. binocs show | best learning videos for kids | peekaboo kidz.
YouTube. https://www.youtube.com/watch?v=6HygVJA6AgQ

● Computer

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 Vocabulary
List the words and language specific to the content area with the definition. Be sure to find a resource to support your definition. Tier 3 Words.
● Personal Hygiene- personal hygiene is doing things like washing your hands, brushing your teeth, and showering to keep your body healthy.
Personal Hygiene For Kids: Definition, Explanations | FindMyKids
● Deodorant- deodorant is a substance or item that stops or covers up body odor.
deodorant | definition for kids | Wordsmyth Word Explorer Children's Dictionary; WILD dictionary K-2 | Wordsmyth
● Sweat glands- sweat glands are small tube shapes of the skin that create sweat.
Sweat Glands – Definition, Structure, Types, and Functions (byjus.com)
● Bacteria- bacteria is a germ that can be found in or on our body and everywhere around us. We cannot see bacteria because it is so
small, but it can be on our bodies, our desks, tables, sinks, and everything we touch.
Science for Kids: Bacteria and Germs (ducksters.com)

Instructional Strategies
● The teacher will model how to properly apply deodorant to the students. Then the students will engage in a hands-on activity to
demonstrate their understanding of how to correctly apply deodorant. The students will demonstrate their understanding using a
container of empty deodorant over their shirt.

Classroom Management/ Child Guidance Plan EDSP 302 – SUMMARIZE THE CURRENT CLASSROOM PLAN
If you are teaching in a classroom, please describe the classroom management plan. If you are not, briefly describe what procedures you might
use during this lesson.

The classroom management plan that will be implemented is a school wide plan called CASE. C stands for Considerate, A stands for
Accountable, S stands for Safe, and E stands for Engaged. There are steps 1-5 that the students work for by being considerate, accountable, safe,
and engaged. The students each have a point binder the teacher fills out that tracks how considerate, accountable, safe, and engaged the students
were. If the students are not considerate, accountable, safe, and engaged, it will reflect in their points. The teacher will also use case cash. The
students will receive a case cash when they are meeting the expectations. If a student is not following the expectations and the other students are,
they will receive a case cash. The students can use the case cash at the school store.

Instructional Procedures
Various ways in which the lesson can occur, including learning activities and extensions as a subheading. Extensions are examples of how the
content and/or the instructional procedures described in lesson plans may be modified to address the specific needs of other student

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populations, such as ELLs, students with IEPs, or students who are gifted. Be sure to describe any accommodations or modifications and your
plan to differentiate in your plan below.
Physical arrangement: Describe how you will arrange yourself and
the students (location in the classroom, seating, groupings)? Explain
how the groupings will be determined (i.e. small groups –
heterogeneously mixed)
Introduction
Engage, Motivate, Explore:
Using bullets points, outline the beginning of the lesson to achieve one
or more of the following:
● Anticipatory Set: How can I relate what I will be teaching to
students’ prior knowledge? How will I motivate the students
to learn? What stories or experiences can I share to promote
students’ understanding?
● Engage and build student motivation and interest to learn.
Use attention grabbers, bell ringers, visuals, predictions, and
anticipatory sets;
● Develop students' background knowledge and readiness to
learn. Use readiness assessments and anticipation guides;
● Connect students' prior knowledge to new content by
reviewing concepts presented in a previous lesson (s).
Help students link prior knowledge to new knowledge with
activities and connections to real life.
The students will be seated at their assigned desk. The teacher will
implement instruction at the front of the classroom. During the
summative assessment the teacher will walk around the classroom to
assess the students and provide them with feedback and support.
1. The teacher will begin the lesson by asking the students to
raise their hand if they have ever heard of or know what
personal hygiene is.
2. Then the teacher will explain what personal hygiene is and
why it is important.
3. After the teacher has explained personal hygiene and why it is
important, they will explain that the video will mention
bacteria and sweat glands. The video provides explanations
and examples, but the teacher will explain what bacteria is,
where it is found, and what sweat glands are.
4. Then the teacher will play the video for the students that
focuses on body odor. The video explains how body odor is
caused, the effects of body odor, and how to prevent body
odor. The video explains how our body, bacteria, and sweat
glands produce body odor with visuals and real-world
examples to help the students better understand.
5. The video explained that to prevent and get rid of body odor
you must shower daily and use deodorant. The teacher will use
an empty deodorant container and model over their shirt how
to properly apply deodorant. As the teacher is modeling how
to apply deodorant to the students, they will verbally explain
the steps as well. The teacher will explain to the students that
they should apply deodorant when they get ready for school in
the morning.
6. Then the teacher will give each student an empty deodorant
stick.
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 7. The teacher will ask the students to demonstrate how to
properly apply deodorant over their shirt. The teacher will
assess the students by observing them applying deodorant over
their shirt.
8. The teacher will walk around the classroom to provide the
students with support and feedback.
9. Lastly, the teacher will remind the students to apply deodorant
when they get ready for school in the morning and the purpose
of deodorant.

Body Time Frame Steps

Explain, Extend, Make Connections: This is the heart of the lesson, 1. Raise your hand if you know what
where key instruction and learning take place. 5-7 minutes personal hygiene is or have heard of it.
Using bullet points, outline the plan to teach the body of the lesson. What is personal hygiene? Why is it
Such as: important?
● Teaching and learning strategies; 3-4 minutes 2. Explanation of bacteria and sweat
● Content and/or skills; glands.
● Integration of prior knowledge and new knowledge; 6 minutes 3. Body odor video
● Differentiation of instruction 2-3 minutes 4. Model applying deodorant.
● Student learning activities 3-4 minutes 5. Pass out deodorant containers for the
● Guided practice students to demonstrate their
● Scaffolding and support to ensure the construction of meaning understanding of applying deodorant.
● Independent practice. 4-5 minutes 6. Provide the students with support and
feedback on their demonstration.
1-2 minutes 7. Remind the students when they should
apply deodorant and the purpose of
deodorant.

Closure ● To close the lesson, the teacher will provide the students with
Evaluate Summarize, Review: verbal feedback and support on how they applied the
Using bullet points, outline the plan to close the lesson by doing one deodorant. The teacher will summarize the lesson by
or more of the following: reminding the students they should apply deodorant when they
● Reviewing content/skills taught; get ready for school in the morning. The teacher will explain
● Questioning to check for student understanding; that applying deodorant will help prevent sweat and body
● Summarizing and evaluating; odor.

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 ● Previewing the next lesson(s);
● Assigning homework, if independent practice is needed.

Extension &/or Remediation The lesson will be completed in its entirety as a class. The students
Describe how you will extend this lesson for students who may finish that require additional support in applying the deodorant will
early. receive support from the teacher, teacher’s assistant, and support
Describe how you will offer additional support for students who may staff in the classroom.
need additional time on this topic.

Home/School Connection The students will use the information they have learned in the
Describe how you will connect this lesson/topic to the home. lesson and apply it to their daily living practices at home.
PreK-4: How will the teacher candidate connect this plan to
children’s home lives and/or community resources around you?
Middle/Secondary: What homework or extensions to the lesson?

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 Reflection
Answer the questions that pertain to the level of the course for which this lesson is being completed. Please be specific. Your
answers should provide a brief explanation of WHAT HAPPENED to prompt this reflection – for example, do not just state “I
learned how important it is to be prepared” – you should also state what occurred in the lesson that inspired this reflection.

Only complete the following questions if you did not teach
this lesson.
● What did you feel was the strongest part of the lesson?
Why?
● How does the lesson specifically promote positive
student outcomes?
● If you were to conduct this lesson with students, what do
you feel the students would enjoy most? Where do you
feel they would be most challenged?
● What are some questions you feel students may have
after the lesson and what do you think you could do to
provide further exploration, explanation, or examples?
● I believe the strongest part of the lesson is giving the
students the opportunity to demonstrate how to properly
apply deodorant. The students having the opportunity to
demonstrate their understanding helps engage them in
their learning. I also believe it was the strongest part of
the lesson because it will build on the students’
independence and encourage them to apply deodorant.
● The lesson promotes positive student outcomes because it
teaches the students positive and healthy living habits.
● If I was to implement this lesson, I feel the students
would most enjoy the video. The video is geared towards
children, so it does a great job explaining body odor, how
it is produced, and how to prevent it. The video provides
real world examples and visuals the students would
enjoy. I believe the students would be most challenged
applying an appropriate amount of deodorant.
● The students may have questions about how often to
apply deodorant. To provide further explanation and
examples I could show the students a school friendly
video of a students’ morning routine before school that
includes them applying deodorant.

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 Appendix A
Appendix A should contain ONE handouts, assessments, or teacher-created items that will be used in this lesson.

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