Lesson Plan

LEARNERS AND THE LEARNING ENVIRONMENT (/Hannah)

Teacher(s) Name(s): Hannah Hollon,, China Leitner, & Corey Lague

Where Lesson is Taught: The Classroom

Grade Level: 5th/6th

Unit: Airborne Disease

Day: 2

Title of Lesson: How to Prevent the Spread of Airborne Disease

Total Time Planned: 45 minutes

Engaging and Supporting Diverse Learning: Applying Principles of Universal Design for
Learning

Sociocultural Details: Understanding that diseases will spread faster and slower in
different cultural regions of the world, however the worry of the
spread of disease is the same everywhere. To ensure that all
cultures know how to slow and or stop the spread of disease.

Students Strengths and Several of the students in the classroom are socially shy so we
Needs Relevant to this will talk to the outgoing students prior to the lesson and pair them
Lesson: up to help them walk around the classroom and communicate.

Materials and Digital Tools Needed

Equipment and Set-Up for The educators of this lesson will need a computer and projector.
Lesson: This will be set up before the lesson in order to present a
PowerPoint.

Risk Management Many students walking around at the same time, desk in the way
Concerns: within the classroom, potential for an actual minor cold to spread
if a student is ill in the classroom

OUTCOMES AND ASSESSMENT (Corey/China)

State Standards Standard 3: Healthy Behaviors

Addressed: 5.1 Demonstrate skills throughout the day to reduce the
spread of germs.

Standard 5: Goal Setting

5.3 Develop a plan to keep the body clean.
Lesson Objectives:
Objectives for Differentiated Instruction
Lesson Assessments:
All students will receive a
worksheet containing a
chart necessary to
complete their assignment.
They will also receive a
Sticky note to show the
disease they have!
Assessments for Differentiated Instruction
INSTRUCTIONAL PRACTICE (Hannah Banana)
Lesson Preview:
1. Students will be able to identify how airborne diseases are
transferred.
2. Students will be able to put into practice the skills
necessary to help slow and prevent the spread of airborne
diseases.
3. Students will be able to identify symptoms of common
airborne diseases.
1. Students will be assessed on their ability to identify how
the disease was transferred to them (via touch, cough,
shared utensils) and if they transferred to others.
2. Sticky notes with different remedies will be distributed to
random students (cough drops, hand sanitizer, mask),
which students can use to combat their illness. Students
will be assessed on their ability to prevent the spread of
their disease. Once cured, students will be assessed on
their ability to stay well.
3. Students will receive sticky notes with their symptoms
(cough, runny nose, tummy ache), which they will portray
to their fellow classmates. Students will be assessed on
their ability to identify their illness.
1. Introduction: We will begin the lesson by briefly
reviewing the airborne disease lesson from the previous
day. We will do so by going over the “Review” slide at the
beginning of today’s PowerPoint. We will then explain to
the students that we will be going through a short
PowerPoint, then an activity based upon the information
that they have learned.
2. Review the previous lesson: To review, we will look over
the “Review” slide on today’s PowerPoint and ask the
students specific questions about the previous lesson,
allowing them to refer to the PowerPoint slide.
3. In student friendly terms, identify objectives and how
students will be assessed:
a. SWBAT express how diseases spread through the
air.
b. SWBAT show how to slow and prevent the spread
 of airborne diseases.
c. SWBAT identify a common airborne illness based
on a person’s symptoms.
4. Hook: We will explain to the students that the diseases
discussed during the previous lesson have the potential to
affect them in real life.

These DO NOT have to be in this exact order but need to be

labeled and clearly identified

Lesson 1. Identify all learning activities and teaching cues: Differentiated

Development: a. We will explain to the students that they Instruction
are learning how easily airborne diseases
are spread and how important it is to
protect themselves from
spreading/receiving such diseases.
b. The classroom will go over the short
PowerPoint presentation that will discuss
ways to prevent the spread of airborne
disease.
c. For the activity, students will be separated
into 5 different categories. Each category
will be given a different color post-it note.
Each color post-it note will represent one
of 5 different things: Chickenpox(orange),
Influenza(pink), Measles(yellow),
Tuberculosis(green), and non-
infected(blue). After each student is given
a post-it note, they will begin to walk
around the classroom and have casual
conversation with their peers. After the
students have had a conversation, they
will be asked to transition to a different
conversation with a different person(s).
During this process, students will need to
write down the post-it note color of each
person that they are having a
conversation with. They will do so by
writing the colors on their own post-it
note. Writing down the colors of each
post-it note that they come into contact
with is a representation of the “disease”
that they have contracted from that
 person.
d. This lesson will take approximately 45
minutes. 10 minutes to review, 10 minutes
to go through the PowerPoint, 20 minutes
to complete the activity, and 5 minutes for
lesson closure.
2. Throughout transitions, the teachers of the
classroom will ask short questions, including:
“Raise your hand if you have already been
infected by a new disease”, “How could you have
prevented contracting one of the diseases that
you are now infected with?” and “How could you
have prevented spreading the disease that you
were already infected with?”
3. As stated previously, students will be placed into
one of 5 “disease” categories. They are not
expected to stay in these groups throughout the
lesson. Students will be asked to transition to a
different part of the classroom every 4 minutes.
This transition will be indicated by a timer.
4. Technology will be used in the lesson in the form
of a computer, projector, and a PowerPoint
Presentation.

Lesson Review: 1. After the activity is finished, we will have students sit back
down into their desks. We will ask them to take out a
sheet of paper and briefly write about the “disease” they
they originally had, and two things that they could have
done to prevent spreading it. For those who were deemed
“non-infected”, we will have them write two things that
they could have done to prevent themselves from
contracting an airborne disease.
2. We will explain to the students that tomorrow we will
begin discussing genetic disease. We will ask the
students to read pages 35-49 in their health textbook as
homework to prepare for the next day.

References and Resources 1. Centers For Disease Control and Prevention. (2017). Wash
Used: (Everyone) Your Hands. Retreived February 13, 2018 from
https://www.cdc.gov/features/handwashing/index.html.
2. Pietrangelo, Ann. (2016). What Are Airborne Diseases?
Retrieved February 13, 2018, from
https://www.healthline.com/health/airborne-diseases.
 3.

PROFESSIONAL RESPONSIBILITY: TEACHER REFLECTION (China)

Teacher 1. Describe the portions of the lesson that worked well and why.
Reflection: 2. Describe the portions/aspects of the lesson that did not go as
planned and why.
3. Discuss what you would do differently next time to better support
your students’ learning.
4. Provide evidence from the lesson that allows you to determine
whether or not each of the outcomes for the lesson were met.
5. Describe how you will use data from the assessment portion of
your lesson to inform future lessons. For example, consider what
you would do if a significant portion of the student did not do as well
as expected in one or more of the assessments.

Name: ________________________
Date:________________

OUTBREAK!
Directions: Everyone will receive a colored sticky note with a disease and symptoms. Find the colored
disease on your sticky note and tally the points next to your listed symptoms (see the example). Walk
around the classroom and have casual conversations with as many classmates as you can. Use the chart
to find their disease and tally their symptom points. The more you tally, the sicker you become. Be
careful to look for the white remedy sticky notes. Remedies will be listed with a colored dot indicating
the disease it treats. The more remedy points you tally, the better you’ll feel. Once you use a remedy
sticky, you have to give it to someone else and search for another. Try to find a cure before time runs out.

Pts. Tuberculosis Measles Chicken Pox Influenza Non-Infected

(Green) (Yellow) (Orange) (Pink) (Blue)
Symptoms 5

Headache 2

Coughing 4

Nausea 7

Rash 5

Vomiting 10

Itching 2

Runny Nose 3

Fever 7

No Appetite 10

Sore Throat 3

Fatigue 1

Spots 6

Chest Pain 9

Sweating 3

Chills 7

Muscle Pain 9

Total

Remedies

Cough Syrup 3

Dayquil 8

Itch Cream 5
 Vaccine 10

Mucinex 6

Soup 2

Advil cold 7

Antibiotics 9

Pepto-Bismol 4

Ice Pack 1

Total