Germs Day 1

07/11/2013 15:52

Objectives

  • Students will learn about different kinds of germs through text, lecture and discussions.
  • Students will learn about ways to help fight germs.
  • Students will develop and expand their vocabulary while making real world connections.

Standards/Benchmarks/Indicator

Reading1.4.3: The student uses prior knowledge and content to make, revise, and confirm predictions.

1.4.4: The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.

1.4.12: The student establishes a purpose for reading or listening (e.g., to be informed, to follow directions, to be entertained).

Science 6.1.1: The student discusses the nutritional value of various foods and their contribution to health.

6.1.3: The student assumes some responsibility for his/her own health, and the health and well being of others.

 

Pre-Reading: (ReQuest Procedure)

(Preparation)

Set up bowls with water, hand soap and paper towels at each table. 

Create two stations at the back of the room. Each station will display the following; cleannex, hand sanitizer, hand soap, paper towels, tissues, masks, gloves, a variety of fruits and vegetables, milk, a toy needle, a bottle of water, a tooth brush and a doctor’s stethoscope.

  1. To begin: Ask students to wash their hands as they enter the room.
  2. Once students have finished washing their hands, ask, why do you think I had you wash your hands as soon as you entered the room? Jot down any ideas on the board.  Can you make some predictions about what we will learn about today?
  3. Today we will learn about germs. What are germs?
  4. Ask students to use their dictionary to find the definition of the word ‘germ’. Write and circle the “word” on the board, and note students’ answers.  Use the word in a sentence, and ask students to create a sentence or phrase using the word germ(s).
  5.  Hand students the reading on germs. Using the ReQuest Procedure guide students through setting a solid purpose for reading.
  6. Tell students that together we will read the first few sentences of the reading on germs. After each sentence you will all have the opportunity to ask me as many questions as you like about the sentence we read. I will also ask you a few questions, to help us set the purpose for reading and increase our understanding.
  7. Let’s begin by reading the title and the first sentence only, please.

Title: What types of Germs are there?

  1.  

Do you have any questions on the title and first sentence? Allow students to ask as many questions on the title and first sentence. Provide a response without being elaborate, and do not ask any follow up questions to students’ questions. Once all questions have been answered, ask students the following questions:

What does the title suggests about germs? (Inference)

Can you name some places where you can find germs? Name at least two places. (Evaluation/Recognition)

Are there germs in humans? (Evaluation)

  1. Now, let’s read the second sentence only, please.

There are four major types of germs: bacteria, viruses, fungi, and protozoa.

Ask me any questions you have on this sentence.

Respond to students questions and follow up with the following:

 

What do you think will be the difference between the different types of germs? (Explanation/Evaluation)

Are there other kinds of germs, besides those listed? How do you know? (Inference/Recognition)

Have you heard any of these germ types before? Where? (Recognition/Application)

  1. Now let’s read the third sentence.

They can invade plants, animals, and people, and sometimes they make us sick.

Do you have any questions about this sentence? Teacher will answer questions and followed by:

What does the word invade means? (Translation)

How do germs make us sick? (Inference/evaluation)

If germs “invade” plants and animals, how do you think they make plants and animals sick? (Evaluation, inference)

Do you think there are some germs that are good, maybe they don’t get us sick, but help us? Explain. (Conjecture/inference)

  1. Please read on to the fourth sentence only, please.

Bacteria (say: back-teer-ee-uh) are tiny, one-cell creatures that get nutrients from their environments in order to live

Do you have any questions on this sentence?

Answer students’ questions and follow up with the following:

In your own words, what are bacteria? (Translation)

Can bacteria live without animals, plants or humans? (Recognition)

Drawing from your knowledge of single celled organisms, can you see bacteria with only your eyes? (Evaluation/conjecture)

What are nutrients? (Translation)

  1. As you continue to read, what do you think the rest of the reading will be about? Write student’s responses on the board.
  2. Now ask students to come up with one or two questions using the ideas on the board to form a purpose for reading the passage. Write the purpose question on the board and ask students to write it down as well.
  3. Ask students to finish reading the text in pairs of two.  Explain to students that for each paragraph they will take turn reading and listening. At the end of each paragraph the listener will ask the reader a few questions.  Students will take turn until the reading is completed.  Good listening skills are needed to be able to ask good quality questions. This exercise will help both students in each pair to develop good questioning, listening and reading skills.

 

During Reading (Paired Reading)

 

  1. Students will use the Pair Reading Strategy to continue reading the text until the reading assignment is completed.
  2.  As students take turn reading and asking questions, walk around the room, observing and listening to the kinds of questions students are asking, and the responses being offered.  Provide guidance as needed by probing students to dig deeper with their questions and responses.
  3. Once students have completed the reading, ask students if they thought a good purpose question was set. If no, ask students to think of a better purpose question. Write the purpose question on the board.

 Post Reading (Note Cue)

  1. Now, ask students to briefly write a short paragraph summarizing what they just read. This should take about 2-3 minutes. (comprehension monitoring)
  2. Students will then move to the back of the class where two stations are set up. Group students into two groups around the tables.
  3. Tell students now that we know a little more about germs; let’s look at the items on the table. Using your understanding of what you’ve just read, each person picks one thing that can help fight germs.
  4. While students choose an item, place a Note Card (previously created) on each student’s desk facing down.
  5. The cards should have Vocabulary, definitions, items from the goody table, phrases found in the reading, inferences and evaluations made from the reading, and blank cards.
  6. Students will return to their seat with the item they choose from the table.
  7. Ask each student to share what they chose, why they choose it, and how it relates to germs. Each student will stand and tell the class about the item chosen.
  8. Using an overhead projector, draw a two- column table.  As each student share their item, write the item in the first column. The second column will display how the item relates to germs.
  9. Using the Note Cues, move students into a discussion about the reading. Use the Note Cues to tie in the reading, and make real world connections to the items chosen from the table.
  10. As students builds on their comprehension of the text, they can make real world connections to prior knowledge.

 

Independent Activity

Ask students to visit the following website at home. https://www.youtube.com/watch?v=PoRiBKseTjU . An episode of the Magic School bus, as they explore what happens inside the body when it is invaded by germs causing us to get sick. Also view,

Closure

Use the Cloze Procedure to review the day’s lesson with students.

Germs are_________________________. There are ______major kinds of germs; _______, virus,_________ and protozoa. Germs invade animals, plants and ________. Doctors can tell what germs are doing in our bodies by looking at our blood under a ________________. To help fight germs, we can   cover our sneeze, wash __________ __________ with soap and _____________.

 

Adaptations

This lesson can be modified for lower grades using pictures as a base for teaching younger grade levels about staying healthy and germs. For students who did not learn or had a learning disadvantage, the strategies used can be changed to promote more strategies that allow for more peer interactions as a guide for learning, as students can often learn best from each other.

Reflection

This is day one of a three day unit, so analyzing the strategies used and objectives that were set for this lesson would be reviewed and be the primary source for possible modifications fro lessons two and three. As students progress through the lesson, observation of how students are interacting with the text and during discussions will prove good insight as to whether or not the objectives are being met. Responses from the Note Cues and Cloze Procedure can be viewed as how much students understood from the lesson.

    Assessment

     Students will be assessed primarily through discussions and evidence of their understanding of the text      through their reasoning within a variety of tasks. Students are observed during Pair Reading to evaluate the quality of questions and responses during Paired Reading. Students are also assessed informally as a group to check for comprehension using the cloze procedure

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