Proper Hand Washing Lesson Plan

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION
ELEMENTARY 2
nd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate -Nicolie Ionel_Grade_3_Title _Proper Hand Washing

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 22 students in the class. 14 Girls, 8 boys

Students with IEP:
Dallas (Speech)

Behavior concerns:
Gary

High level learners- Allie, Thatcher

Classroom environment:
The classroom is clean and well organized. The desks are grouped in fours and five. There is a
SMART board, white board, and an Elmo at the front of the classroom. There is a horseshoe
table in the back corner of the room and a rectangular table at the side of the room, both of
which are used for small group instruction. There are pattern blocks, games, and a class library
available for the students to use when they have finished their work early.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand,
and be able to do?)
State Standard/Objective:
Disease Prevention and HIV/AIDS Education
Standard 4
The students will understand concepts related to health promotion and disease
prevention.
Objective 3
Demonstrate proper personal hygiene and universal precautions.

A. Demonstrate proper hand washing.

Content Walk-Away:
I will explain show that I can wash my hands properly.

Language Walk-Away:
I will explain how to wash my hands properly and why it is important.
Vocabulary:

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)
Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):

I will check for understanding of concepts by observing students working in pairs.

Content Walk-Away Evidence (Summative):
The student will be able to show how to wash their hands properly.

Language Walk-Away Evidence (Summative):
The student will describe how to wash their hands properly and why it is important.

Use visuals.

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge

Boys and girls the last few weeks we have been talking about germs and diseases and how we can prevent
spreading them. I want you to look at your face partner. With your face partner I want you to come up
with one way we can prevent the spreading of germs. Then, partner A will come up to the board and write
the one way we can prevent the spreading of germs. (give students a few minutes to do this).
Ok, one thing on the list is washing our hands. I want you to work with your face partner again and decide
one of the rules of washing your hands. Then, partner B will come up to the board and write one of the
rules of washing your hands. (Go over lists on board).

Formative assessment: Spot check students as they talk to shoulder partner.

Modification/accommodations: Have students write answers on board.

Focus Lesson (I do it)
Im going to peel three potatoes. I am wearing rubber gloves so that no germs get on the potatoes. I am
going to put the first potato into this baggie (baggie 1) and seal it shut. With this second potato I am going
to pass it around the class. I want everyone to check to see if there are any germs on it. There might be
some dirty marks on the potato. (Pass potato around). Now Im going to put this potato into this baggie
(baggie 2) and seal it shut.

Now we are going to take a short break so that everyone can wash their hands. (Have students wash hands
and come back to the rug).

With the third potato I am going to pass this potato around so you can see if it has any germs or dirty
spots on it. (Pass potato around). Now Im going to put this potato into this baggie (baggie 3) and seal it
shut.

What did we do differently with these three potatoes? (Call on students to answer). Do you think they will
look the same after a few days, or will they look differently? Why? Lets predict what they will look like in
a few days. (Let students share their predictions).

Formative Assessment: Listen to students predictions about the potatoes.
Modification/accommodations: Use visual for students.

Guided Instruction (We do it)
It is very important to properly keep our bodies and hands clean to help prevent the spreading of germs.
Lets look back at our hand washing rules from the beginning of the lesson and see if we missed any rules.
(Go over rules and add any that may have been missed).

(Play outside on the field).
We are now going to play Clean tag. Two students will be germs. One student will be the hand washer.
One student will be hand sanitizer. The germs will chase after all the other students. If you are tagged by a
germ you have to freeze. The hand washer and hand sanitizer will come and touch the shoulder of the
student that has been touched by the germs. When they touch you, you are clean and can continue playing
tag. After a little while we will let others take a turn at being germs and hand cleaners.
(SIOP 4,6,7,9, 19)

Formative Assessment: Observe students answering questions about the rules of hand washing.
Modification/accommodations: Play Clean Tag.

Collaborative/Cooperative (You do it together)

We will observe the potatoes and draw what we are noticing in our notebooks. We will observe on day 2,
day 4, and day 6.

Formative Assessment: Spot check students as they work in small groups.

Modification/accommodations: Allow students to ask questions.

Independent (You do it alone)
Students, for your ticket to recess I want you to write down the rules for washing your hands on the index
card. After recess, you will also be showing me the proper way to wash your hands.

(SIOP 8,9,19)
Summative Assessment: Students will wash their hands properly after recess.

Modification/accommodations:
(SIOP 1,2,4,6, 16, 19, 27, 30)

Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
(On the 6
th
day we will observe potatoes and talk about how they have changed and why)

(SIOP 9,18,27, 28, 29, 30)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity
for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson? Write objective on board. Have potatoes and baggies ready. Number
baggies. Student observation journals ready. Index cards. Lesson will take one hour. Observations will
be done on day 2, day 4, and day 6 for 10 minutes.

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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

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