Lesson+C



Lesson Title: How Pure is Hand Sanitizer? – Lesson Plan C Subject Area: Health/Hygiene Grade Level: Elementary

** Standard 2: The student will understand the importance of personal ** The student will: 2.1 demonstrate the importance of personal hygiene practices; 2.2 describe physical/emotional/social health implications of personal hygiene; 2.3 identify ways to take responsibility for our personal health; 2.4 analyze the changes in health and hygiene needs related to adolescence.
 * hygiene practices as related to healthy living. **
 * Learning Expectations: **

NETS-S Standards The students will communicate, acquire and interpret data, organize and analyze data, and make decisions about data. 1. Creativity and Innovation, 3. Research and Information Fluency, and 4. Critical Thinking, Problem Solving, and Decision Making

Instructional Objective: Practicing personal hygiene will ensure a healthy body as well as a positive outlook of self (happy child). By the end of this lesson, the students will be able to: · Describe basic personal hygiene methods of hand-washing · Apply basic personal hygiene methods of hand-washing · Explain how personal hygiene practices can affect personal health and social relationships ·  Solve a problem with technology ·  Work collaboratively in a group, to find a solution to whether hand sanitizer is effective ·   Display information on a group wiki or blog page as well as present information to their learning communit y

Instructional Activity: Days 5- 15

//**Day 5 Whole Class Discussion- **// The students will complete a discovery activity called Glitter Germs. This activity serves as a visual representation of germs on the body. The teacher will give the students some lotion to rub on their hands. (Be sure that no student is allergic to the hand lotion. Students that are allergic may assist the instructor by: passing out materials, completing a graphic organizer comparing result, or any task that is asked of them.) After rubbing the lotion in, the students will receive some glitter (representation of germs) to place over their hands. Students must try different strategies to remove the germs (towels, paper towels, cold water, clothing, etc.). Upon removing the glitter/germs (with warm, soapy water), the class will discuss the activity (Whys and Why nots; higher order thinking skills).

After completing the Glitter Germs Activity, the class will watch a video on germ prevention- [] . The students will be given the problem- Does hand sanitizer actually kill 99.9% germs? Is it healthier to use warm, soap and water?

//**Day 6-10 Collaborative Groups **// - Students will use the scientific method to investigate the problem. The attached link provides an in depth explanation of the scientific method ( [] ). The students will move through each step, by forming a hypothesis, providing explanations and data of their findings. If the hypothesis does not present accurate data, the students will form a new hypothesis and work through the steps once again. Every student will have different opinions and experimentation procedures, so creativity is wanted. Pictures will be taken by a group member to represent each step of the scientific method. Each day the students will write in their group journal about any challenges or discoveries within their research. This information will be uploaded on the group’s wiki or blog. Any discrepancies within the group will be placed within their individual journal for class. The teacher will review this information daily. //**

Day 11-15- Presentation of Evidence **//- The students will present their evidence/findings by creating either a power-point presentation or video on whether hand sanitizers actually kills 99.9% germs. The students are to use photos taken throughout the unit as visuals, information placed on their website, and journal findings for their project. Everyone one is required to participate in the presentation of the final results.

Materials and Resources: · Paper · Pencil · Class/Individual Journal · Group Journal · Lotion · Glitter · Paper towels · Towels · Cold Water · Water Warm · Soap · Clothing Articles · Smart Board · Teacher Center · High Speed Internet · Scientific Case- with lab equipment · Digital Camera- from school inventory · White coats · Hand sanitizer · Personal Lab stations · Student computers/Laptops · [|Brainpop Jr.- www.brainpopjr.com] · Website - []. · Website- ( [] ) · Access to Power Point 2007 · Access to Windows Movie Maker

Instructor/Teacher role: The teacher will serve as the facilitator throughout the duration of the unit. The teacher will encourage higher order thinking skills on developing a solution for the problem. Assist with group challenges with handling equipment. Be a mediator when group members cannot solve problems amongst each other. Check for understanding by periodically asking students and reviewing journal entries.

Accommodations and Modifications: As an instructor I will place students in positions where they will obtain success in helping the groups. Although the group is designed for everyone to contribute equally, specific roles will be assigned for students requiring additional assistance. The student may be in charge of recording information, conduction research, or working lab equipment. If the students are experiencing difficulty comprehending the scientific method, a video will be provided [] (login information: username: shelbyc password: ). Student(s) may also be paired with an advanced student if the task is to difficult. Additional help may consist of pull out tutoring on steps/process, correcting grammatical errors, or any challenges that the students may experience. Support teachers (special education teachers, ESL teacher, etc.) may provide additional accommodations to ensure that the student(s) participate in the unit. The gifted student may contact a hand sanitizer company and compare results to a company spokesperson, etc. of their findings (determine whether their product is false advertisment, etc.).

Rubric:


 * CATEGORY || 4 points || 3 points || 2 points || 1 point ||
 * Presents a Question || The purpose of the lab or the question to be answered during the lab is clearly identified and stated. || The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner. || The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner. || The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. ||
 * Researched information on product(s) || Several reputable background sources were used. Material is translated into student's own words. || A few reputable background sources are used. Material is translated into student's own words. || A few background sources are used but some are not reputable sources. Material is translated into student's own words. || Material is directly copied rather than put into students own words. ||
 * Constructed a Hypothesis || Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. || Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. || Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. || No hypothesis has been stated. ||
 * Experimental Design || Experimental design is a well-constructed test of the stated hypothesis. || Experimental design is adequate to test the hypothesis, but leaves some unanswered questions. || Experimental design is relevant to the hypothesis, but is not a complete test. || Experimental design is not relevant to the hypothesis. ||
 * Conclusion || Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment. || Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. || Conclusion includes what was learned from the experiment. || No conclusion was included in the report OR shows little effort and reflection. ||
 * Commuication of Results || Group presents clear, accurate diagrams of their process. Group includes technology and the process is labeled neatly and accurately. All members participate in the process. || Group present findings and include little technology. Information is neatly and accurately. Not all members participate. || Group presents information but lacks technology and information is not labeled. Not all members participate. || Group does not communicate results with class. ||
 * Participation || Group used time well in lab and focused attention on the experiment. || Group used time pretty well. Stayed focused on the experiment most of the time. || Group did the lab but did not appear very interested. Focus was lost on several occasions. || Participation was minimal OR group was hostile about participating. ||
 * Spelling, Punctuation and Grammar || One or fewer errors in spelling, punctuation and grammar in the report. || Two or three errors in spelling, punctuation and grammar in the report. || Four errors in spelling, punctuation and grammar in the report. || More than 4 errors in spelling, punctuation and grammar in the report. ||


 * Total Points: 32 points **

**//Overall Grading Scale for the Problem Based Unit is Located under the Rubric's tab!//**