Lesson Plans

Here, you will find sample lesson plans to see how we are teaching your students and accommodating to their specific learning needs!



Ms. Gabrielson's Lesson Plan:

Unit Topic or Theme: Life Skills

Grade: 3rd Grade Special Ed. Classroom (7-10 Students)

* * * * * * * * * * * * * * * *

Lesson Topic or Theme: Washing Your Hands

Lesson Objectives:

The students will be able to…

·      Understand that germs are not good and that we want to get rid of them

·      Understand the importance of washing your hands

·      Know how to wash their hands

Instructional Technique:

·      Demonstration

·      Hands-on

·      Execution

Instructional Materials:

·      Computer

·      Internet Access

·      http://www.gojo.com/files/cleangene/gi_Deployment/germ_invaders.swf

·      Germ Invaders Handout/ Website Guidelines (attached)

·      Sink

·      Soap

·      Hand Sanitizer

·      Towels

·      Paper Towels

Theoretical Perspective:

      This is important for my students to learn because, considering I will be teaching in a classroom of students with severe disabilities, teaching basic life skills is crucial, particularly at young ages.  Children who have severe disabilities also typically have some sort of physical disability or deficiency, so hygiene is extremely important so they do not have a higher chance of becoming sick or injured.

Procedure:

A.   Introductory Activity:

First, the teacher will “accidentally” spill paint on his/her hands.  Then, he/she will announce “Uh-oh! My hands are dirty! Class, what should I do?”  Now, this may be difficult because some of the students are nonverbal.  However, the students that have forms of communication will either say “I don’t know” or “Wash your hands.”  Then, the teacher will say “I’m not sure if I remember how, will you help me?”  Then, the teacher and the students will gather around the sink. 

 

B.    Step-by-step:

After the teacher and students have gathered around the sink, the teacher will assess how much the students already know about washing their hands by asking “What do I do first?”  and so on and so forth until the hand-washing process is completed.  Assuming the children are not sure or miss a step of the process, the teacher will then go over the procedure again, proclaiming “I remember how to do it now!  Thank you for helping me out!”  The teacher will start by turning on the water to a warm temperature, and narrate what he/she is doing.  Then, he/she will put soap in his/her hands and start scrubbing, still narrating.  He/she will put his/her hands under the water and continue to scrub, making exaggerated scrubbing motions so the children will understand and also so the children with problems with their fine motor skills will understand the concept.  The teacher will still be narrating, of course.  The teacher will continue until all of the soap is off of his/her hands, and then proceed to dry them. 

Next, each student will practice washing their hands individually.  After they are done, the teacher will send them to a computer with the internet link http://www.gojo.com/files/cleangene/gi_Deployment/germ_invaders.swf already open and the Germ Invaders worksheet next to the computer.  It is important that they do this activity on the computer right after they wash their hands because not only will it reinforce what they just earned, but it will also positively reinforce the behavior of washing their hands because ‘computer time’ is typically seen as a reward.  Then, the teacher will explain that the students are to fill out the worksheet as they are playing the game- once they finish a level they have to read the words written on the screen or have a paraprofessional read the words for them and then decide what question the words answer.  This will be the formal evaluation of learning while the students are online. 

C.    Closure

To close the lesson, the teacher will have the students return to their seats once they are done and they will discuss the worksheet together as a group.  Then, the teacher will ask the students what they learned about germs, if they think they are good or bad, where they can find germs, and how often they think they should wash their hands.  The teacher will then collect the worksheets and reward all of the students with verbal praise for participating and especially for washing their hands and getting rid of the germs!

D. Adaptations for different learners:

      For students who have sensory issues, washing their hands may be difficult, if not impossible.  If that is the case, the teacher will have hand sanitizer ready and explain that while washing your hands is the best way to get rid of germs, if you have trouble with water hand sanitizer is a close second.  There may even be some children whose sensory problems may prevent them from any sort of liquid, so the teacher will go very slowly with them, first explaining the steps, then doing the motions with their hands, and hopefully by the end of the lesson we will get them to use soap and water.  Also, along the lines of sensory issues, the teacher will provide both paper towels and regular towels so they can choose the fabric that has a texture that is most pleasing to them.

E. Homework:

Go home and wash your hands with your parents!  The teacher will understand that for the students who are completely nonverbal and have limited means of communication, this will be difficult.  However, the teacher will write a note in their agendas that their parents are to explain that ‘germs are bad and make you feel icky’ and wash their hands with them, repeating that this gets rid of the germs that makes you sick.

A. How/ when will you determine if you have met your objectives?

·      Understand that germs are not good and that we want to get rid of them-

This will be determined in the conclusion part of the lesson, when the students and teacher are discussing what they learned about germs.  This will also be determined by the Germ Invasion handout.

·      Understand the importance of washing your hands-

This will be determined in the conclusion part of the lesson, when the students and teacher are discussing what they learned about germs.

·      Know how to wash their hands-

This will be determined when the teacher has the children individually was their hands.

B. Concerns or questions you have about teaching this lesson?

            Some concerns I have about this lesson are for the students who are nonverbal- it is extremely hard to assess whether or not they fully grasped the lesson because they receive a lot of outside help from their paraprofessionals.  I am also slightly concerned about the children who have sensory issues- what if they never get the chance to actually wash they hands or use hand sanitizer?  Will they still grasp the concepts of the lesson?  Also, what if they do understand, but still refuse to wash their hands?  That is a problem for not only the lesson, but also for their long-term hygiene. 




(HANDOUT)


 Name: ­­­­­­­­­­­­­­­­­­­______________________________________                  Date: _________/________/_______

 

1.)   What can help fight germs?

(ANSWER: Soap and Hand Sanitizer)

2.)   Where can you find germs?

(ANSWER: Desks, chairs, doors, books, hands, and other places.)

3.)   Why is it important to wash our hands?

(ANSWER: Germs that can make us sick can get on my hands.)

4.)   How do germs get on our food?

(ANSWER: They are on our hands and go to our mouths when we eat.)





Ms. Castro's Lesson Plan: 


Lesson Topic: Elapsed Time

Instructional Technique: At home interactive game to introduce the student to the idea of time again. The in class rope and jumps activity to introduce elapsed time.

Instructional Materials: Interactive “On Time” game and “On Time” guiding sheet, rope, number cards 1-12, word problem worksheet guide for in class learning of elapsed time.

Theoretical Perspective: It is important for students to have a firm understanding of elapsed time. Elapsed time will help the child in everyday life such as time management and simply setting up their day and knowing how much has or will pass.

PROCEDURE:

A.   Introductory activity:

The night before the student will play the interactive time game called “On Time” (advanced level) and record they’re answers on the guiding sheet for further evaluation.

 

B. Step by step:

In class the following day the teacher will   look at the “On Time” guiding sheets and determine if a quick overview of time is needed or if the teacher will begin the elapsed time lesson right away. For the elapsed time lesson the teacher will make a big analog clock using a rope and index cards labeled 1-12. After having set up the clock the teacher will the take the rope and stretch it like a time  line and ask the students to help place the index cards in the correct order to make reading an analog clock in the form of a time line which is more familiar to them. The teacher will then explain to the students that each “jump” is one minute. For example

         Tara began her homework at 12:00 if each problem took 1 minute and there were 12 problems, what time did Tara finish her homework?

The teacher will do the first 2 with the class then split the class into groups of 3 to finish worksheet.

C. Closure:

The teacher will use the answers on the in class elapsed time work to assess the students and get feedback.

D.  The in class group work will give students some peer help and also opportunity to ask for help as the teacher goes around to scaffold.

Evaluation:

A.   I will use the in class guide sheet answers to assess how much each student has learned. And if the objective has been met by seeing if the student can successfully calculate elapsed time.

B.   My concerns teaching this are mostly getting students who have a weaker understanding of time and others who have a more firm understanding which will   make it easier to grasp the concept of elapsed time. Will the “On Time” guide sheet help with setting up the in class groups for peer help?