Lesson Plan Template

Name: Zoey Weigel

School: Eastwood Elementary School CT: Mrs. Jones
Grade: 5th

Remember the Standards, Objectives, Purpose, and Assessments

must match.

Standards: (Common Core, Next Gen, etc)

• SC.5.N.1.1 – Define a problem, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigations of various
types such as: systematic observations, experiments requiring the
identification of variables, collecting and organizing data, interpreting data in
charts, tables, and graphics, analyze information, make predictions, and
defend conclusions.

• SC.5.N.1.2- Explain the difference between an experiment and other types of

scientific investigation.

• SC.5.N.1.3- Recognize and explain the need for repeated experimental trials.

• SC.5.N.1.4- Identify a control group and explain its importance in an experiment.

• SC.5.1.6- Recognize and explain that authentic scientific investigation

frequently does not parallel the steps of “the scientific method.”

• SC.5.N.1.6- Recognize and explain the difference between personal

opinion/interpretation and verified observation

Objectives:

-The students will be able to explain germs and identify ways to prevent the
spread of germs.

Purpose/Overview: (Brief description of what the finished

product will be.)
-The finished product will be a science activity, book reading, and exit ticket on how
germs spread.

Resources: (websites, Teachers Pay Teachers, Teachers Manual

Name and Publisher, etc.)

- “A Germ’s Journey” read along on YouTube.

-Mrs. Jones's lesson plan on the subject.

Grade Level: 5TH Grade

Time Duration: 35-45 mins

Materials: (a list of everything you and your students will need

for your lesson):

- Projector/ TV and Computer

- Caddy with the needed materials to complete the experiment. (gloves, glitter, dish
soap, water, kleenex)

- The book,” A Germs’ Journey” by Thom Rooke (using YouTube read-aloud.)

- Scientific notebook (graphic organizer)

Behavior Expectations: (You will list the expectations of the

student’s behaviors ex. I expect you to raise your hands, listen
attentively, participate, etc.) These need to be stated before you
begin your lesson.
- Not talking out
- Raising your hand
- Active listing
- Participation
- Follow directions promptly
- Work with others
- Complete work with the best efforts
- Use supplies and materials appropriately.
Anticipatory/Introductory Set: (This helps them get excited
about the lesson)

- Begin the lesson by asking students if they have ever been sick and how they think
they got sick. Encourage them to share their experiences and discuss if they think
germs were involved.
- Then play the read-aloud of the book.

Teaching: (This will be exactly how you will teach the lesson. It
must include scripting of higher-order thinking questions.) This
section should be written so someone could teach the lesson
from this portion.

Opening:
- Begin the lesson by asking students if they have ever been sick and how they
think they got sick. Encourage them to share their experiences and discuss if they
think germs were involved.

Introduction to New Material:

- Use a visual aid, such as a poster or a slideshow, to introduce the concept of
germs and how they spread. Emphasize the key points mentioned below.
- Address the common misconception that germs can only be spread through
direct contact or by being near someone who is sick. Explain that germs can travel
through the air and can survive on surfaces for a certain period

Key Points:
- Germs are tiny microorganisms that can cause diseases.
- Germs can spread through the air when someone coughs or sneezes.
- Germs can also spread through direct contact with contaminated surfaces or
objects.
- Hand hygiene, such as washing hands with soap and water, is an effective way
to prevent the spread of germs.
- Covering the mouth and nose when coughing or sneezing can help prevent the
spread of germs.

Guided Practice:
Have students work in small groups to brainstorm different scenarios where
germs can be spread. Provide examples such as a person coughing without
covering their mouth, touching a doorknob after sneezing into their hand, etc.
- Ask guiding questions to scaffold their thinking, such as "What could happen if
someone doesn't cover their mouth when they cough?" or "How can germs be
transferred from one person to another through contaminated surfaces?" The
teacher can put glitter on hands and touch surfaces to show the “spreading of
germs”.
- Monitor student performance by circulating the room and listening to their
discussions. Provide feedback and clarification as needed.

Independent Practice: (start of the experiment)

- Reinstate the behavior expectations
- Distribute the material for the experiment. Instruct the students to look at the
water and make a hypothesis on what would happen if you added the glitter to
the water.
- Have the students add glitter to the water and touch it with a Kleenex.
- Have them make observations and write them down.
- Next, have them add a little bit more glitter and a drop of dish soap to the glitter.
(glitter should move to the outside of the tub)
- Instruct them to make observations.
-Have them talk to their group member about their hypothesis. Was it correct?
-The point of the experiment was to show how water removes germs.
- Have the classroom helper collect the papers and turn them in.

Assessment: (This needs to assess your objectives.)

-Scientific method graphic organizer will provide feedback on the student’s work
as well as their ability to understand the concept.
-Checking progress throughout the experiment.

Closure:
-Conduct a short class discussion to summarize what was learned. Ask students
to share one important thing they learned about how germs spread and one
strategy they can use to prevent the spread of germs.
-The point of the experiment was to show how water removes germs.
- Have the classroom helper collect the papers and turn them in.

Pedagogy/Theorists: ( You will need to state the theorist, the

theory, and how you are demonstrating it in your lesson.)
-Louis Pasteur, the English surgeon Joseph Lister, and the German physician
Robert Koch are the people who came up with the germ theory.
- Ignaz Semmelweis was a Hungarian doctor working in Hungarian as a doctor at
Vienna General Hospital. He is known as the father of hand hygiene.
- I am demonstrating this in the lesson by talking about how germs are spread
and then doing an activity on how water and soap “Kills” germs.
Accommodations: (*IEP students,*gifted students, * RtI
students, *ELL learners) (How are you modifying the lesson to
meet the needs of the subgroups in your class.)
-Currently don’t have any accommodations.
- With this lesson being an activity that is being broken down into smaller groups I
would make sure that the students that need the extra help was mixed in with the
other student that would be able to help them with questions during the independent
practice.

What Ifs (These are before thoughts of things that might cause
you to change your lesson ex. The technology is unavailable
during your lesson. How will you compensate or modify your
lesson to handle it)
- If the technology is unavailable, we will not do the read-aloud and just
discuss germs.