KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Erin Crawford Date: April 25, 2019

Cooperating Teacher: Mrs. Lisa Gross Coop. Initials: ___________
Group Size: 12-15 students Allotted Time: 30-40 minutes Grade Level: Kindergarten
Subject or Topic: Gov. – Health Care (Comm. Helpers Day 4) Section: 931

STANDARD: (PA Common Core):

 5.3.K.C - Identify roles of fire fighters, police officers, and emergency workers.
 CC.1.2.K.B - With prompting and support, answer questions about key details in a text.
 CC.1.2.K.L - Actively engage in group reading activities with purpose and understanding.

I. Performance Objectives (Learning Outcomes)

 Students will be able to identify a health care worker and what their job is.

II. Instructional Materials

 BrainPOP Jr. Video - https://jr.brainpop.com/socialstudies/communities/communityhelpers/
o username - kutztownu
o password - university1866
 Exit ticket (see attached)
 Pencil
 Test Divider

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
Prerequisite Skills
 Basic fine motor skills
 Basic gross motor skills
 Ability to follow rules to a game
 Ability to participate in group discussions
 Basic knowledge of what a community helper is

Key Vocabulary
 Community- a place where many people live and work together
 Community Helpers- people who make communities cleaner, safer and healthier
 Health care workers- doctor, nurse, dentist
 Nurse- help people who are sick or hurt, work with doctors
 Doctor- someone who helps you stay healthy and help you get healthy
 Dentist- doctors who look after your teeth and gums
 Healthy- not sick or hurt

Big Idea
 There are different community helpers that provide services.
New Content
 Health care worker
o Know that doctors, nurses and dentists work in health care
 Doctor
o What do they do?
o How do they help us?
 Nurse
o What do they do?
o How do they help us?
 Dentist
o What do they do?
o How do they help us?
 Health
o This is a goal of health workers

IV. Implementation

A. Introduction –
 Welcome the children and remind them of our unit, community helpers.
 Review with the students what community means and what community helpers do. Review our
bulletin board and that the picture on the bulletin board make up our community.
o Community- a place where many people live and work together
o Community Helpers- people who make communities cleaner, safer and healthier
 Review our community bulletin board looking over the houses and buildings.
 Review what a police officer does from the day before. Help keep us safe and enforce laws.
 Show the students props that relate to a police officer, have students turn and talk to guess who
our community helper is for the day. Then have them share.
 Tell the students to listen for facts about doctors and other people how work in doctors’ offices
play the BrainPOP Jr. video from 1:23-2:01.

B. Development –
 Ask students to turn and talk with a partner about where they go when they are sick? Then share.
 Ask students to turn and talk about whom they see at the doctor’s office? Turn and talk, then
share.
 Tell the students that doctors and nurses work in health care and today we are going to be
learning about health care worker.
 Tell the students that there are many different health care workers but there is one more we are
going to talk about today and they clean your teeth. Turn and talk, then share.
o Ask the students if they have any questions or comments.
 All of these people help to keep us healthy! That is there job.
 Ask the students to talk about different reasons they may go to see a health care worker?
o Turn and talk, then share.
o Walk around to listen.
 Tell the students that all of these health care workers want us to stay healthy, that is their goal.
Even dentists want us to stay health; they just focus on keeping our mouths clean and healthy.
 Another important job of health care workers is teaching people how to stay healthy. They can
teach us that germs spread quickly but that we can all helps germs to not spread as much!
 Tell the students that we are going to play a game. Out game is called germ tag. This game
would be best played outside. Follow the directions below.
 1. Chose a child to be it first, they will be considered our germ.
2. Review with students that germs spread quickly so you need to get away from the germ
or else you will also get the germs.
3. If you are tagged, link arms with the other germ(s), you now have the germ.
4. Play until all students are a part of the germ.
5. If time allows play the game multiple times.
6. Ask the students if they have any questions or comments.
 After the game ask the students, “in real life, what happens when we get a yucky kind of germ?”
o Turn and talk, then share.
 Yes, we can get sick. That is why it is important to not spread our germs.
 Explain to the student that germs can be spread easily and are passed along to other people. That
is why when you were tagged, you got the germ. That is why it is important to not put things in
our mouths and to wash our hands.
 Ask the students if there are other things they can do to help not pass on germs to other people.
o Turn and talk, then share.
 Ask the students if they have any questions of comments.

C. Closure –
 Have the students turn and talk to discuss what the job of health care workers are. After the
discussion have a student tell the class what their jobs are. Do this to remind the students that it is
the job of doctors, nurses and dentist to help keep us healthy and to teach us not to spread germs.
o Ask the students if they have any final questions or comments.
 Pass out the exit ticket for each child to fill out as the formative assessment for this day’s lesson.
Read each question to the students and have them follow along as you read each question
followed by all of the possible answers. Collect the exit tickets when completed and later check
for completion and take any additional notes (in the additional notes column on the checklist) in
regards to any questions a student may have answered incorrectly. This will help gather data on
what to review the following day.
 Again, remind the students that it is the job of the different health care workers are to help keep
us healthy.

D. Accommodations / Differentiation -
 On the exit ticket, there are images for students who need a visual reference with a picture. The
questions and answers will also be read aloud.

E. Assessment/Evaluation plan
1. Formative - Students will complete the exit ticket presented at the end of
lesson and turn it in for a check or minus. A check is given if completed correctly and a minus if
it is not completed correctly. In the additional notes, write down if a student answered any
questions incorrectly, so you know what to review the next day.

2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

Student Objective- Students will be able to identify a health care worker and what their job is.
 Today was the last instruction day of my community helpers unit, day four. The focus was health
care workers, specifically nurses, doctors and dentists. The students did a fantastic job reviewing the
information from the previous three days of instruction and were able to recall facts about each day’s
community helper. They were also able to define the words community and community helper. In their
turn and talks throughout today’s lesson, they were able to discuss appropriately, correlating with the
health care lesson. The students were engaged throughout their turn and talks as well as the game and
debrief afterwards. They were able to express ways that they can help to not spread germs and how
important it is to keep our germs to ourselves. Below is an evaluation of their exit ticket assessing them
on health care workers:

AM- 11 out of 12 students answered all questions correctly

1 out of 12 students answered 2 questions correctly

PM- 11 out of 15 students answered all questions correctly

4 out of 15 students answered 2 questions correctly

All five of the students who got one of the questions wrong, they are answered number 2
incorrectly. This tells me that they were unclear of the answer orders read aloud, or I need to review that
health care workers help us stay healthy. I believe I may be a reading limitation for some because one of
the students was able to tell me after the exit ticket that he knew they helped to keep us healthy. For the
other students, I know that two or three were not attentive throughout the lesson, so a repeat of this idea
may serve them well tomorrow.

B. Personal Reflection
1. How clear was I in my instruction? Was it engaging?
I believe I was clear in my instruction for this lesson. The students seemed to grasp the
information I was introducing to them quickly and they were able to discuss the new topics presented.
They were able to participate in turn and talks about the previous day’s lessons and they were able to
discuss the new information and then again later in the lesson recall the same information again. The turn
and talks in my lesson as well as they game helped the students remain involved in the lesson and the new
topic of health care workers. During the turn and talks, I observed to make sure that each child had a
chance to speak, making sure all were engaged during the lesson. I did not have to prompt as many
students to pay closer attention as usual which was exciting to see. The game also got all of the students
involved in the topic of the day.

2. Was I able to pace my lesson to fit the allotted time?

I was not able to fit my lesson into the allotted time for the morning class but was able to for the
afternoon. My allotted time was 30 to 40 minutes. In the morning, I went to 45 minutes and the afternoon
I went to 40 minutes. I know the review in the beginning of my lesson went a little long for the morning
class, so I shortened it for the afternoon class. I also know the three transitions from the carpet, to desks,
to outside, back to desks, also played a role in how long my lesson was.

3. Did the students understand the game and did it tie into the lesson appropriately?

The students in both the morning and afternoon classes seemed to understand the game. The
morning class had a harder time physically playing the game, where the afternoon could play the game
well but had a hard time staying in the boundaries outside. Both classes were able to make the
connections to the spreading of germs to them spreading the germs in the game. The students enjoyed
being outside and having the opportunity to run around.

4. How could this lesson be improved?

An improvement I made from the morning to the afternoon class was shortening the amount of
time I reviewed the previous days in the introduction of my lesson. This took at least five minutes off my
lesson, which allowed them to play the game longer. Another improvement I would make is adding cones
to the material list to use as a visual boundary for the outside game. We attempted to draw a boundary
with chalk and many of the students had a difficult time remaining inside of the boundaries. So having
cones at a boundary line would possibly be more evident to the students to follow and stay inside.

VI. Resources
Community helpers. (n.d.). Retrieved February 24, 2019, from
https://jr.brainpop.com/socialstudies/communities/communityhelpers/

Standard in practice: What it looks like in my classroom – 5.3.K.C. (n.d.). Retrieved February 24, 2019,
from http://www.pdesas.org/ContentWeb/Content/Content/31011/Documents and Manuscripts
Exit Ticket

Name:______________________________________

1. Who did we talk about today?

2. What do health workers do?

A. keep us healthy

B. help us follow laws

3. How can we not spread germs?

A. wash our hands

B. put things in our mouths