Developmental Lesson Plan

Teacher Candidate: David, Aubrey and Victoria Date: 4/3/18

Group size: Whole group and pairs Allotted time: 60 minutes Grade level: 3
Subject/topic: Health/nutrition

Common Core/PA Standard(s):

Standard - 10.3.6.B: Know and apply appropriate emergency responses.
● basic first aid
● Heimlich maneuver
● universal precautions

Learning Targets/Objectives:
- The third grade students will be able to understand how to clean a cut
- The third grade students will be able to understand vocabulary surrounding
first aid
- The third grade students will be able to understand what happens when you
get an infection
- The third grade students will be able to understand the basic functions of the
immune system
- The third grade students will be able to identify ways to prevent infection.

Assessment Approaches: Evidence:

1. Matching worksheet 1. “Grading” the worksheet
2. Exit slip 2. Exit slip must have one thing they
learned about first aid.

Assessment Scale:
0-The student did not match any of the numbers to the materials correctly.
1-The student matched one number to the corresponding material correctly.
2-The student matched two numbers to the corresponding materials correctly.
3-The student matched three or more numbers to the corresponding materials
correctly.
Subject Matter/Content:
Prerequisites:
● Cuts/Scrapes
● Germs
● When to use a bandaid

Key Vocabulary:
-Infection: The invasion of bacteria, viruses, and parasites that are not normally in the
body.
-Vitamin C: helps build immunity can be found in fruits such as oranges
-First Aid: help given to a sick or injured person until full medical treatment is
available.
-Germs: A very small organism that can cause diseases.
-Bacteria: Small living organisms that can be found everywhere. They can be
dangerous because they cause infection.
-Contaminate: The act of turning something bad or unusable by contact with harmful
substances.

Content/Facts:
● What an infection is (defined above)
● Where you can find vitamin C
● What happens (to the cut and your body) when a cut gets infected
● Ways to prevent cuts and infections
● Cuts can be filled with dirt and bacteria
● Cuts need air in order to heal properly but they also need to be covered when
in an environment where dirt can contaminate the cut.

Introduction/Activating/Launch Strategies:
● Ask the students what the craziest story is behind a cut they have gotten.
● Show students pictures of what a cut looks like when it is infected.
● Have a first aid kit in the front of the classroom, ask the children what they
recognize from it.

Development/Teaching Approaches:
Short lesson: Powerpoint discussing
● Slide 1: Title
● Slide 2: About infections
○ What they are
○ Where they come from
● Slide 3: Vitamin C
○ Boosts immunity
 ○ Where you can find vitamin c
● Slide 4: Cuts and Infections
○ How an infection begins/forms
○ What happens to a cut when it gets infected
● Slide 5: Prevention of Infections
○ The steps you follow to prevent an infection when you get a cut

Guided Practice:
- Ask the class for a student to come up and pick out the first thing they would
use from a first aid kit if they had a cut. (Correct/help them if needed)
- Ask the students, “how do you think this item can be used and why do
you think it helps prevent infection?”
- Ask the class for a student to come up and pick out the second item from the
first aid kit that you would use. (Correct/help them if needed)
- Ask the students again, “How do you think this item can be used to
help prevent infection?”
- Ask the class for a student to come up and pick out the last item from the first
aid kit that you would need to use. (Again, correct/help them if needed)
- Ask the students again, “How can this item help prevent a cut from
getting infected?”
- Ask the class for a student to come up and pick out the final item from the first
aid kit that your would need to use. (Correct/help them if needed)
- Ask the students again, “How can this item help prevent a cut from
getting infected?”

Independent practice:
1. Have the students get in groups of 4 (Your table groups)
2. Each student picks up one of the face down numbers on the table
3. Whatever number you pick up, that is the step you have to perform about
treating a cut with your group.
4. Students will then complete the steps in the correct order based off of the
information that was taught in the lesson.
a. Step 1: Clean it out with hydrogen peroxide
b. Step 2: Use a gauze pad or paper towel to dry off the cut
c. Step 3: Apply antibacterial cream to prevent infection (Neosporin)
d. Step 4: Apply bandage to keep the cut covered and protected.
5. Allow the students to switch numbers to see if they understand the other
steps as well.
6. Ask the students in there small groups to discuss if they have ever had
someone clean their cuts using these steps.
7. Revisit the information by asking “What is the first step to cleaning a cut after
you get it?” “What is the second step to cleaning a cut after you get it?”
a. Continue this question until all the steps have been covered
 Closure/Summarizing Strategies:
● Give the students the exit slip allow them to fill it out.
○ This will need to be returned upon leaving class.
● “Today we learned about first aid and how to prevent infections. Tomorrow we
will be reviewing our past lessons on handwashing, MyPlate and Heart Rate
and taking out Healthy habits final test”

Accommodations/Differentiation:
● For a child with ASD with sensory deficits, allow the child to perform first aid
on another child but not get first aid performed on him because he does not
enjoy others touching him.

Materials/Resources:
-Book: Conford, E. (1992). Jenny Archer to the Rescue. Clearwater, FL: Little, Brown
Books for Young Readers.
-First aid kit
-Powerpoint

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts