Germs Day 2

07/11/2013 15:53

Objectives

  • Students will expand on vocabulary while making real world connections
  • Students will learn to debate based on factual evidence from expository text.
  • Students will learn about ways germs can spread and best ways to avoid the spread of germs

Standards/Benchmarks/Indicator

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.

 

Reading 1.4.2: The student understands the purpose of text features (e.g., title,

▲graphs/charts and maps, ▲table of contents, ▲pictures/illustrations, ▲boldface type, ▲italics, glossary, index, headings, subheadings, topic and summary sentences, captions) and uses such features to locate information in and to gain meaning from appropriate-level texts.

1.4.3: 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).

 

Pre-Reading (Rereading Graphic Organizer)

  1. Let’s review yesterday’s lesson on germs.  Ask students to raise their hands and share anything they remember from the reading or discussions. Allow about 3-5 minutes for students to share.
  2. Review the main concepts of Day 1: Germs, Bacteria, Virus, Fungi and Protozoa; list things that can be used to fight germs.
  3. Today we will continue to learn about germs. Let’s watch a video form the TV show “Sid, the Science Kid”. https://www.youtube.com/watch?v=UF3XvCrl75I
  4. Give each student the Graphic Organizer  and K-W-L Plus chart. Begin a discussion with students to create a list of things students already know about spreading germs. The graphic organizer should be used as a visual aid to activate prior knowledge and help students to recall information. As students recall prior knowledge input these ideas into the “Know” column. 
  5. Ask students to come up with things they want to learn based on what they already know. Teacher should expand the discussion from what they know to more specific details that they do not know.
  6. Give students the article on the “An Ounce of Prevention Keep the Germs Away”, and ask them to read silently, using the K-W-L Plus chart.
  7. Tell students that as they read through the article to identify the answers to the questions they want to know and write them in the ‘learned” column.

During Reading (K-W-L Plus)

  1. Students will read the article  “An Ounce of Prevention keep the Germs Away”
  2. Students will locate the answers to the questions listed in the want to know column into the Learned Column.
  3. Scaffold the room and provide assistance as needed. Ask students to make a notation where they found the answers either with sticky notes, highlighter, circles, etc. Students should be able to identify exactly where the information was found.
  4. Tell students to add information that they found, that was not listed in the “want to know column”.

 

Post Reading (U-Debate)

  1. Have a brief discussion with students about what they learned about the ways germs can spread. Ask students to share new information they found while reading that they did not anticipate.
  2. Together as a class, create a graphic organizer to reflect the ways germs can spread and supporting information.
  3. Now ask students to help move the chairs into a U-Shape facing each other.
  4. Present the following views 2 points: The best way to prevent germs is to eat healthy foods versus the best way to prevent germs is to wash your hands.
  5. Ask students to sit in two groups; one group for each view.
  6. Help direct students into a debate on either topic. The discussion should be student led. Teacher can share or input to expand on ideas or to move students to a deeper level of thinking about the topics.
  7. Students may change seats as they change views.

 

Closure

  1. Ask students to write a ticket out regarding what they learn. This could be one sentence to one paragraph long. The ticket should be added to the class discussion box for collection. This will not be graded, but reviewed by teacher to check students’ comprehension.

 

Independent Activity

  1. Assigned two computers for student to access the website on Sid, the Science kid episode about spreading germs. Students are free to watch the videos or go to the school library to check out a book on germs or cross contamination.

Reflection

  1. Through scaffolding, observation and student debates, I can assess to what degree students actually learned from this lesson.  Student’s sign out ticket will also shed great light on what they deemed important which can be served as evident of what they will recall and understood the best.

Adaptations

  1. All printed materials can be enlarged for visually impaired. Audio and computer accessible programs can accommodate hearing impaired. For those the did not learn or had a hard time, the U-Debtae should have brought all ideas together. If students still had a hard time, a simply break down using the 5 Common Ways Germs can Spread may help to simplify the concept and make it easier to understand. The K-W-L chart can be used to challenge gifted students to include more pertinent information.

Assessment

  1. Students are informally assessed during observations and class discussions.
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