DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2
nd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate -Nicolie Ionel_Grade_3_Title _HIV/AIDS

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:

Standard 4

The students will understand concepts related to health promotion and disease
prevention.
Objective 1
Tell why HIV is difficult to contract and usually does not affect children.
a. List ways that people cannot contract HIV.
b. Identify ways people can avoid coming in contact with blood.


Content Walk-Away:
I will explain what HIV and AIDS are and how to avoid coming in contact with blood.

Language Walk-Away:
I will explain what HIV and AIDS are and how to avoid coming in contact with blood.


Vocabulary:
Human Immunodeficiency Virus, AIDS







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 explain what HIV and AIDS are.

Language Walk-Away Evidence (Summative):
The student will describe what HIV and AIDS are.

Use visuals.
Group high learners
together to do more
research.

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge

(Write HIV and AIDS on the newsprint.) Boys and girls when diseases get into our bodies we get sick.
Think about how you feel when you are sick. Turn to your shoulder partner and tell them how your body
feels when you are sick. (Give students a few minutes to answer. Then write a few answers on board)

(Write HIV and AIDS on the board). What do you know or have you heard about HIV and AIDS. (Write
their answers on the board.)
HIV is a virus that can lead to AIDS. HIV and AIDS are conditions in which it is hard for the body to fight
off other diseases. AIDS is an advanced phase of HIV, in which the immune system is very weak.

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

Modification/accommodations: Use visual of immune system.


Focus Lesson (I do it)
HIV is hard to contract. The virus cannot stay alive in the air. HIV lives inside the blood-stream, when
infected blood enters a persons body, that person may get HIV. This is why it is so important not to touch
other peoples blood.

Formative Assessment:
Modification/accommodations: Use video for ELL student and low learners.

Guided Instruction (We do it)
Lets find out ways that we can make sure we do not touch other peoples blood.
(Go through Power Point). Students we go through the Power Point, I want you to write down facts that
are interesting to you.
(SIOP 4,6,7,9, 19)


Formative Assessment: Observe students writing down facts about HIV/AIDS and how to prevent
touching blood.
Modification/accommodations: Use Power Point.

Collaborative/Cooperative (You do it together)

I am going to split you into pairs now. With your partner you will design a poster telling others about what
you should do if you are in a situation where you see blood, or someone is bleeding. Each pair will get a
situation card and you must design your poster telling about what you should do in that situation.

(Put students in pairs)


Formative Assessment: Spot check students as they work in pairs to make sure everyone is involved.

Modification/accommodations: Allow students to ask questions.


Independent (You do it alone)
Students will stand up and describe the situation they have and show the poster they designed and how it
will help them prevent HIV/AIDS.

(SIOP 8,9,19)
Summative Assessment: Students will describe their situation and show the poster they designed and
how they can prevent HIV/AIDS when they come in contact with blood.

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.)

Students, today we talked about HIV/AIDS and how it is spread. As you leave for recess I want you to
tell me what HIV/AIDS is, or what it does to your immune system.

(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 Power Point ready. Poster supplies and
situations.